TESL Ontario’s Magazine for Language Teachers

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…

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…

“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,…

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…

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…

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…

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…

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Abstract

This study examines the experiences of Ontario Certified English Language Teachers (OCELTs) who are non-native English-speaking teachers (NNESTs), using Kolb’s Experiential Learning Cycle to frame their professional strengths and challenges. Drawing on a mixed-methods approach, including surveys, interviews, and reflective journaling, the research highlights NNESTs’ unique assets, such as cultural…

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Abstract

Discourse analysis research has previously investigated the rhetorical structure of abstracts found within empirical texts. This has been used to inform academic writing practices and instruction of English for Academic Purposes courses. More recently, this research has analysed abstracts submitted to conferences in the area of Teaching English to Speakers of Other Languages…

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While resilience has become a buzzword across many helping professions, research on language teacher resilience is still in its early stages, with much yet to be explored about how teachers, particularly those new to the profession, navigate challenges and sustain themselves in their teaching careers. To help bridge this gap, I draw on insights from my…

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Your blog post, Why We Need to Keep Our ESL Departments Open, struck a chord with many people. How has this situation affected you? What can people do?

How has the closure affected me? Well, I’m sad because I love the school and I love teaching EAP. There are few jobs as gratifying…

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How do I stop my students from writing with generative artificial intelligence (AI) in a way that does not reflect their thinking and their voices? This is a question we have heard from many educators in workshops that we have shared on the use of AI in writing. Often this larger…