Spotlight — Farnaz Karimian


Written by - An interview with Farnaz Karimian

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Farnaz, you have a ton of experience—from all sorts of teaching to curriculum development to management—and now host of your own podcast, Learning off the Syllabus. Tell us everything about this exciting venture.

I’m so excited that you asked about Learning Off the Syllabus! Thank you, Nicola! This is a project that I started during a difficult turning point in my career. To provide a bit of context, two days before a new term began, I lost my teaching position. As a contract professor in the college sector, I knew losing work would be absolutely inevitable, but knowing it in theory didn’t make it easier when it actually did happen.  I found myself grappling with really hard (and uncomfortable) questions about my own identity,  Continue Reading →

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Spotlight
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Open Educational Resources for inclusive language


Written by - Anh Le-Noronha, Canada

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Introduction: Why inclusive language education matters

Language education increasingly takes place in classrooms characterized by linguistic, cultural, and cognitive diversity. Learners bring varied educational backgrounds, lived experiences, and ways of processing information. Neurodiverse and plurilingual learners are not exceptions within contemporary language programs. They are central participants whose needs challenge instructional models that rely heavily on fixed textbooks, standardized pacing, and uniform assessment practices. When materials and learning activities lack flexibility, learners may encounter barriers to access, engagement, and meaningful participation.

Open Educational Resources (OER) offer a promising pathway toward more inclusive language education. OER are teaching and learning materials that are freely available and openly licensed, allowing educators to use, adapt, and share them.  Continue Reading →

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EAL, ESL, Language
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See it, feel it, move it, read it: Reading with all your senses for adult EAL learners


Written by - Heidi Brooks, Canada

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Introduction

Ahmed was a highly motivated upper literacy student with fewer than six years’ education in his first language. He had good attendance and a positive attitude about school and learning.  His speaking and listening skills were strong, and he communicated effectively. At the time, Ahmed was employed at a local pizza shop, and his goal was to get his Canadian citizenship and open a family business.

I first met Ahmed when his teacher referred him for reading support. She observed him struggling to read basic CVC words—single-syllable three-phoneme (sound) word that follows the pattern of consonant sound, vowel sound, consonant sound. He had trouble distinguishing words like pat and pit,  Continue Reading →

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ESL, Experiential, Reading
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HyFlex LINC literacy: Challenges and successes


Written by - Javeria Rebaz and Rowan Lomas, Canada

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Literacy instruction in the context of Language Instruction for Newcomers to Canada has traditionally been conducted exclusively in physical classrooms, with paper and pencil, worksheets, binders, notebooks, and perhaps the weekly Computer-Assisted Language Learning lesson in an on-site computer lab. The thought of teaching English to students who may have little to no schooling, reading, or writing skills in even their first language in an online setting seemed a remarkably daunting task, and still does to many in the field. “Wait, what, how?” is a common refrain when the topic of virtual Literacy instruction comes up at industry events. As noted in Evaluation of the Language Instruction for Newcomers to Canada (LINC) Program (IRCC, 2011), for the most part,  Continue Reading →

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ESL, LINC
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TESL Ontario 2025 Report


Written by - Stephanie Kinzie, Canada

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Abstract

This report summarizes key findings of TESL Ontario’s 2025 member survey. As in past surveys, a representative sample of TESL Ontario members shared data about their personal and professional situations as well as perspectives on services for members. Respondents reported employment in a broad spectrum of roles both in Canada and abroad, and they used TESL Ontario’s PD offerings and affiliate Chapters to connect and engage in professionalization. Finding and maintaining stable employment was a key concern due to recent changes in immigration policy and ongoing concerns with funding. Opportunities for TESL Ontario to support members include increasing advocacy efforts; providing access to research, employment, and professional resources; and pursuing a wider range of member benefits.  Continue Reading →

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EAL, EAP, ESL
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A genre-Based approach to implementing PBLA in LINC classrooms


Written by - Bruno Drighetti, Canada

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Introduction

The Portfolio-Based Language Assessment (PBLA) approach was introduced into English as a Second Language (ESL) classes in Canada in 2010. It serves as a teaching and assessment framework that standardizes the quality and methodology of language instruction and assessment for adult newcomers to Canada. While some instructors perceive PBLA as a positive approach, associating it with an improved understanding of the Canadian Language Benchmarks (CLB) and more accurate evidence of students’ strengths and weaknesses, others regard it as a cause for increased workload and a need for continuous training (Ripley, 2012).

To organize their LINC (Language Instruction for Newcomers to Canada) lessons in accordance with PBLA expectations, instructors often integrate PBLA with complementary methods,  Continue Reading →

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LINC, PBLA
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Best practices for supporting rapid language acquisition


Written by - Elena Kapshutar, Canada

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Introduction

Rapid progress in additional or foreign language learning, especially among adult learners, is often portrayed as rare or even accidental (Birdsong, 1999; Lengyel & Singleton, 1995). Some individuals appear to acquire a new language with surprising ease, while others struggle despite equal or greater effort. From a teaching perspective, however, this phenomenon is neither mysterious nor dependent on innate talent. Rapid acquisition occurs when learners engage with language in consistent, structured, and cognitively challenging ways, in other words, in conditions that educators can design and sustain.

Over fifteen years of working with adult learners, international students, professional language users, and teacher trainees, I have observed recurring patterns that accelerate progress. Six interconnected practices appear consistently effective: balancing extensive and intensive input;  Continue Reading →

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EAL, ESL, Language
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Fail better: Lessons from practicum


Written by - Maggie Wang, Canada

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“Try again. Fail again. Fail better.”

This phrase has been my personal motto for years. By the time I began my TESL practicum, I already believed that mistakes were not a sign of failure but a sign of learning in motion. I wanted my students to see that each stumble was a step forward.

During my placements, one in person at Malton Neighbourhood Services, and one online at the Welland Heritage Council, I carried this belief into my lessons. These were my very first times standing at the front of the classroom as the teacher. I thought I knew what it meant to welcome mistakes. What I did not realize was how hard it would be to extend that same grace to myself.  Continue Reading →

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ESL
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Spotlight — Nancy Van Dorp


Written by - An interview with Nancy Van Dorp

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Thank you for taking the time for this interview, Nancy! For those that don’t have the pleasure of knowing you, tell them a little about yourself.

Thanks, Nicola.

I’ve been involved in the LINC and ESL sectors since 2010, and started working as a consultant with New Language Solutions in 2011. New Language Solutions is a non-profit that is funded federally by IRCC and in Ontario by MLITSD.  We develop, teach, and support the English language learning sector through Avenue.ca and the LearnIT2teach platforms. NLS also develops and hosts the open-access CanAvenue.ca platform.

I have just moved into the role of Manager of Distributed Learning for NLS. I have also worked for Sheridan College for more than 15 years—teaching a partial load in the Applied Computing and Business departments.  Continue Reading →

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Interview, Spotlight
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Task-based language teaching and English for Academic Purposes: Challenges and effectiveness


Written by - Md. Morshedul Alam, Bangladesh

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This paper deals with the implementation of the Task-based Language Teaching (TBLT) method to develop English competency in the English for Academic Purposes (EAP) course at Carleton University, Ottawa, Canada. Students from non-English-speaking backgrounds commonly enroll in EAP programs, which are intended to satisfy postsecondary English language proficiency requirements, as a means of pursuing higher education. TBLT has been growing in momentum in Canada, New Zealand, Hong Kong, India, and Vietnam since the 1980s as part of the communicative agenda and has drawn the attention of the educators, curriculum designers, policy makers, SLA researchers, and textbook writers. The method of TBLT is essentially a learner-centered and experiential pedagogical approach, which stands in contrast to more traditional approaches to language pedagogy like presentation,  Continue Reading →

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EAP
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Bridging the language gap: Challenges and opportunities for English education in underdeveloped countries


Written by - Zubeda Kasim Ali, Canada

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Abstract

In an increasingly globalized world, English language proficiency is crucial for accessing international opportunities in business, education, and diplomacy. For underdeveloped countries, enhancing English education represents both a challenge and a potential catalyst for socioeconomic advancement. This paper examines the challenges hindering effective English language instruction in these regions, proposes principles for context-sensitive curriculum development, and analyzes successful case studies. Special focus is given to an initiative in northern Pakistan to illustrate localized strategies. Recommendations are provided to promote sustainable and inclusive English language education frameworks.

Introduction

English serves as the lingua franca in international communication, science, and commerce. For underdeveloped countries, acquiring English proficiency can offer access to global markets, academic resources,  Continue Reading →

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ESL, Research
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From virtual to reality: Assessing the transferability of language skills acquired through VR


Written by - Sharifunnessa, Canada

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Virtual reality (VR) has emerged as a powerful tool in language education, offering immersive environments that simulate real-life communication scenarios. Unlike traditional classroom methods, VR allows learners to interact with target language speakers, navigate culturally rich settings, and respond to authentic language cues—all within a controlled, engaging space. While the technology shows promise for enhancing vocabulary, pronunciation, and conversational fluency, a key question remains: Do the skills developed in virtual settings translate effectively to real-world communication?

In this article, I explore the impact of VR-based language learning beyond the digital experience. It examines how learners apply VR-acquired language skills in everyday situations, considering factors such as confidence, accuracy, and cultural competence. By analyzing recent studies and learner experiences,  Continue Reading →

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ESL
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