Spotlight — Jagrati Chauhan


Written by - An interview with Jagrati Chauhan

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

Thank you for this wonderful opportunity, Nicola.

I bring over 14 years of experience teaching English for Academic Purposes (EAP) at York University English Language Institute, School of Continuing Studies, along with more than 27 years in English Language Teaching (ELT) and teacher training/mentoring. I hold a PhD in English and a Masters in Linguistics and ELT. Some of my teaching and research interests include content-based and skill-based academic English instruction, pragmatics, experiential learning, and evidence-based writing in EAP programs. I have presented on these topics at conferences and webinars both locally and internationally,  Continue Reading →

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Interview, Spotlight
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Fostering a virtual community of practice through scaffolded peer review


Written by - Olga Makinina, Canada

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Introduction

This article illustrates how peer review-focused learning tasks and activities helped multilingual students in an online English for Academic Purposes (EAP) course develop a sense of community and take ownership of their learning while also enhancing their writing, critical thinking, and research skills. Informed by the pedagogical frameworks of community of practice/inquiry (Peacock & Cowan, 2019; Wenger et al., 2002), constructivism (Olsen, 1999; Tam, 2000), and content and language integrated learning (CLIL), the course engaged students in a research project that aimed at exploring their local or digital communities. While working on the project assignments, students collaborated by providing regular feedback for one another’s work.  Continue Reading →

Categories:
EAP, online, Online teaching
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Considerations for fostering students’ sense of self in the foreign language


Written by - Bruno Drighetti, Canada

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Abstract

It is a common concern among second-language (L2) learners to feel that their identity changes when speaking a foreign language compared to their mother tongue (L1). To some extent, this is a natural process and relates to the new possibilities of viewing the world offered by the new language; on the other hand, it can be an issue if learners do not feel like themselves or feel like a less interesting version of themselves, as shown in the presented analyses. In this scenario, instructors have an essential role in promoting alternatives that can contribute to the learners’ comfort in the second language and help their L1 identity show in their L2. Given the importance of this matter,  Continue Reading →

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Identity, Language
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Gamified ADDIE for LINC instruction


Written by - Brittany Hack, Canada

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Under ideal circumstances, every LINC instructor would be trained with the skills and know-how of an instructional designer. But as the pandemic taught us, instructors are often left to struggle on their own and do their utmost to engage their learners. But there is one simple rule that can be borrowed from this profession—a design process known as ADDIE. And when used in conjunction with gamification, it can simultaneously simplify, energize, and revolutionize your students.

This article will discuss a very brief overview of the ADDIE Model, how ADDIE maps onto LINC, PBLA, and Can Do statements, and how (by following ADDIE design process) gamification can meet the CLB and Can Do statements in an engaging way.  Continue Reading →

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ESL, LINC, Technology
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The language I love or my love language?


Written by - Kanika Verma, Canada

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कोस-कोस पर बदले पानी, चार कोस पर वाणी (Kos-kos par badle paani, chaar kos par vaani). The English translation of this famous Hindi idiom is: In India, the taste of water changes after every mile & language after every four miles. This rhyming poetic aphorism reflects the diversity of languages and dialects in India (Narayan, 2017), where citizens experience multilingualism almost unconsciously in their daily lives. I was born and raised in India, a country of 22 scheduled languages with official status (not including English), around 400 languages spoken by a million or more people each (Gopinath, 2023), and thousands of recognized dialects and identified mother tongues. Most children are multilingual before beginning primary school,  Continue Reading →

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culture, Identity, Language
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A decade in the making: A review of LINC to Work programming at Conestoga LINC


Written by - Salome Bhaskar, Canada

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Background

In 2013, as part of the response to the ongoing emphasis on employability training for newcomers to Canada, Conestoga LINC (Language Instruction for Newcomers to Canada) created a LINC to Work class. For over a decade, Conestoga LINC faculty have been instructing student-focused LINC to Work lessons on employment-related information, once a week for 3 hours in the morning from 9AM–12PM. The person who teaches the LINC to Work class is usually someone other than the main teacher who teaches the other 4 mornings each week. To aid the LINC to Work teachers, specific module banks were created with themes such as resume writing, interview skills,  Continue Reading →

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LINC, Research
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Language without lessons: The promise of large language models


Written by - Brett Reynolds, Canada

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Many teachers I’ve been speaking with believe that large language models (LLMs) like ChatGPT should complement rather than replace traditional language instruction. Happily for society, though perhaps not for us, the reverse is true.

Unlike practising guitar or shooting hoops, most people don’t learn languages for enjoyment; they endure the process for the language. You rarely hear someone say, “I can’t wait to drill verb conjugations tonight!” the way they might eagerly anticipate a jam session or a pickup game. For the vast majority, language learning is a chore, a necessary evil on the path to other goals—be it landing a job, navigating a new country, or accessing education. It’s not the practice itself that’s rewarding, but the eventual outcome.  Continue Reading →

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Reflection, Technology
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Beyond the classroom: Real-life impact of task-based language teaching for newcomers


Written by - Betul Ozer Budak, Canada

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As a LINC instructor at the Ottawa-Carleton District School Board (OCDSB), teaching Canadian Language Benchmark (CLB) levels 3 and 4, I have witnessed firsthand the transformative impact of task-based language teaching (TBLT) on my students. Working with newcomers to Canada, many of whom are adjusting to a new culture, language, and environment, I have found that practical, real-world tasks significantly enhance their language acquisition, engagement, and confidence. This approach not only improves their linguistic skills but also empowers them to navigate their daily lives more effectively.

Why task-based learning wins

Adult learners, especially those in LINC programs, need to know why they are learning what they are learning. Lessons must have direct applications to their everyday lives,  Continue Reading →

Categories:
ESL, pedagogy, Reflection
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Spotlight — Yaseen Ali


Written by - An interview with Yaseen Ali

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You’re currently working for the University of Toronto – tell us about your role as a Learning Strategist at the Centre for Learning Strategy Support (CLSS) and the workshops you have developed:

In my role, I support degree-seeking students in their academic performance and learning development through one-on-one-appointments. When I connect with these students, I find that they are curious about practical elements related to their studies, such as studying more efficiently and taking effective notes. Yet there is another domain that speaks to their emotions and that affects their all around learning—for instance, addressing the roots of their procrastination and reducing stress-motivated productivity—that students are eager to unpack as well.

At our department, learning strategists facilitate workshops on popular topics throughout the academic year,  Continue Reading →

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Interview, Spotlight
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The role of making and correcting errors in second language learning


Written by - Brian Strong & Elif Once Buyukerol, Canada

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Understanding the role of errors in second language learning is crucial for developing effective teaching strategies. Despite their frequent occurrence, errors are often viewed negatively. However, they can provide invaluable insights into the learning process and serve as potent learning tools. This discussion aims to explore how making and correcting errors can enhance second language vocabulary acquisition, offering practical implications for classroom practices. Errors and mistakes are terms often used interchangeably, but they have distinct meanings in the context of language learning. Errors are systematic and occur due to a lack of knowledge; they reflect gaps in the learner’s understanding and are often persistent. Mistakes, on the other hand, are occasional lapses that learners can self-correct when pointed out,  Continue Reading →

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Assessment, EAP, ESL, Language
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An evaluation of the IELTS Academic Writing subtest: Practicality, reliability & validity


Written by - Errol Pitts, Canada

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Jointly owned by the British Council, IDP ILETS Australia and Cambridge ESOL, the International English Language Testing System, more commonly known as the IELTS test, is among the most widely recognized English language proficiency tests in the world. Indeed, it is the most popular visa and citizenship test in Australia, Canada, New Zealand and the United Kingdom (British Council, 2019); and it is accepted by all the universities in Australia and the United Kingdom, more than 3,400 post-secondary institutions in the United States and hundreds of others around the world (British Council, 2019). Serving governments and post-secondary institutions, the IELTS test has, accordingly, two versions, or modules: the General Module, which governments use for visa and immigration purposes; and the Academic Module,  Continue Reading →

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Assessment, ESL, Testing, Writing
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Utilizing the affordances of an AI bot to facilitate a grammar lesson in an EAP classroom


Written by - Plamen Kushkiev, Canada

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Purpose

In this article, I critically analyze the integration of an artificial intelligence (AI) bot known as Pi (Personal Intelligence), introduced by Inflection AI in May 2023. The insights and implications that I share in this essay represent my observations and reflections as an English for Academic Purposes (EAP) professor at a public college in Ontario. These are not meant to present the results of a formal study but to create a dialogic space to problematize and conceptualize the applicability of Pi as a personal assistant bot to both the professor and intermediate-level EAP learners during in-person class activities. Although the bot has also been used for pedagogical and interaction purposes in class and as part of specific home assignments,  Continue Reading →

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AI, EAP, ESL, Language
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