All posts by Nicola Carozza

ESOL instructor’s reflections on the use of pedagogical translanguaging


Written by - By Maira Klyshbekova, UK

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Abstract

In this article, I present my reflections on the use of pedagogical translanguaging at a language centre for newly arrived adult refugees and asylum seekers in the United Kingdom. As a volunteer ESOL instructor of this course, I decided to make use of the students’ various linguistic repertoires by incorporating multilingual text reading and writing tasks. In the article, I present my thoughts on this practice and provide my recommendations to other ESOL instructors looking into utilising and bringing their students’ languages into the classroom spaces.   

Keywords: ESOL, refugees, students, fairy tales, pedagogical translanguaging.

Introduction

In response to the mobility of people, teachers around the world are encouraged to reshape their practices in order to meet the specific needs of their students.  Continue Reading →

Categories:
Refugees, Translanguaging
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Elevating ELLs in a science classroom: Evidence-informed strategies to support language development used by a high school teacher


Written by - By Maria Zaman, Ryan Summers, & Sarah Boese-Noreen, USA

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Learning science can be a daunting task, resembling the challenge of deciphering a complex foreign language for many individuals. The intricacy stems from the incorporation of vocabulary with Latin and Greek roots, intertwined with specialized jargon that references specific concepts. This linguistic complexity often proves to be a stumbling block for learners. As a bilingual educator, my constant endeavour is to explore inventive ways to make subjects more accessible, particularly for English language learners (ELLs). In a recent undertaking, I conducted a comprehensive interview with an experienced high school teacher, delving into effective strategies for teaching science to ELLs. This endeavor sheds light on the fact that mastering science surpasses conventional language skills, such as reading,  Continue Reading →

Categories:
ESL, Language
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Spotlight — Shahriar Mirshahidi


Written by - An interview with Shahriar Mirshahidi

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Congratulations! You received the OCAD University Employee Equity Award. Talk to us a bit about that award and what it means to you.

I am deeply honored to receive the 2023 Employee Equity Award for my work as an English Language Learning Specialist at OCAD University’s English for Art & Design Program and the Writing & Learning Centre. This award highlights the importance of fostering an equitable, diverse, and inclusive learning and work environment, a mission I am passionately dedicated to. My commitment lies in empowering racialized and multilingual students by providing them with an equitable pedagogical space through amplifying their unique resources and knowledges. I advocate for translingual approaches to teaching English as an Additional Language and creating more accessible curricula that cater to multilingual students’ needs to ensure their success.  Continue Reading →

Categories:
communication, culture, Curriculum, EAL, EAP, ESL, Interview, Journal, Language, Research, Speaking, Spotlight
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Wax on. Wax off.


Written by - Jen Artan

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“Your first draft isn’t an unoriginal idea expressed clearly; it’s an original idea expressed poorly, and it is accompanied by your amorphous dissatisfaction, your awareness of the distance between what it says and what you want it to say.” (Chiang, 2023)

The rise of ChatGPT

Students have always been the subject matter expert in cutting corners; if a new tool or technology gives them the edge, they will take it.

When the internet emerged, educators prophesied the end of originality. They pondered how plagiarism will now exist on an entirely new plain. The teachers had a point. The internet made it super easy for essay mills to exist and recruit customers.  Continue Reading →

Categories:
AI, EAL, EAP, ESL, Language, Writing
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Recommendations for the inclusion of mathematics education in language instruction for newcomers to Canada (LINC)


Written by - Celine De Almeida

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Abstract

This paper draws on literature that examines the underpinnings of language and math education in Canada as well as on the author’s own professional observations and reflections as an adult English-as-a-Second-Language (ESL) educator in Toronto, Ontario in order to advocate for the inclusion of mathematics education in the LINC program. It evaluates the program’s conceptualizations of citizenship and existing mathematical subject matter, stressing their shortcomings, in order to make content and pedagogical recommendations for a more holistic learning experience. The original submission was in part of the author’s final project for CTL5062: Mathematics Education for Citizenship submitted to Professor Alexandre Cavalcante, Department of Curriculum, Teaching and Learning at OISE.

Introduction

Moving to a new country comes with many challenges.  Continue Reading →

Categories:
Curriculum, ESL, LINC, Literacy
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Using cinema as a teaching tool in the language classroom


Written by - Ricardo-Martín Marroquín

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The art of teaching a second language (L2) in today’s demands has allowed teachers to become ever so crafty and creative. When teaching any L2 (either as a foreign language or a second language) i.e. English, Spanish or Italian (to name a few), one must make sure of two concepts: First, the motive for which the student is learning an L2; and second, the strategies and tools that a teacher may possess to attain the outcome. This conforms the aptitude that the teacher may readily possess. Furthermore, I would say that any strategy may hold its own weight, and therefore, be useful depending on how the teacher decides to implement it. In fact, I would also mention that any strategy or tool has a specific purpose,  Continue Reading →

Categories:
culture, Drama, EAL, ESL, Language
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Promoting intercultural communicative competence in ESL classes


Written by - Alireza Pourdastmalchi

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*Note: For article appendices, please see the PDF.

Introduction

In a globalized world, ESL teachers are increasingly urged to consider developing students’ intercultural communicative competence in language classes. This paper starts with the definitions of communicative competence (CC) and intercultural communicative competence (ICC) from different perspectives. It then explains what teachers need to teach to help their students develop their ICC. Next, the paper touches on the appropriate method that teachers need to adopt when incorporating ICC into their lesson plans. Finally, drawing on the fundamental elements of ICC in this paper, one classroom activity is offered to show how ESL instructors can encourage students to practice the concept of ICC in their daily life situations.  Continue Reading →

Categories:
communication, culture, Language, Research, Speaking
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The rise of random task generators in language learning: Embracing the era of randomness


Written by - Alexander Popov

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With the advent of online platforms and resources, English language teaching is undergoing a remarkable transformation. In recent years, researchers have become increasingly concerned that modern educational systems are not stressing higher-order and abstract thinking enough, resulting in a decline in human IQs. A new luminary has emerged to meet these challenges: random task generators. The use of these platforms has revolutionized language learning, stimulating creativity, critical thinking, and authentic language use.

Higher-order thinking, which goes beyond mere memorization and recall, is crucial for fostering intellectual growth. Bloom’s Taxonomy (Lasley 2023) provides a framework that encourages learners to progress through levels of thinking, from basic understanding to more advanced abilities like analysis, synthesis, and evaluation. Abstract thinking,  Continue Reading →

Categories:
AI, ESL, Language, Other
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A framework for self-regulated learning in an ESOL classroom


Written by - Jennifer Gilbert

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It is the end of the 2022-2023 academic school year and grade level teams are gathering to begin their annual data dive. Inspecting English language learner (ELL) results is on the agenda. With just over 50% of Toronto District School Board’s K-12 population being deemed an ELL (tdsb.on.ca, 2023), supporting the academic achievement of this demographic is a priority. A question is posed amongst the team leaders: How do we boost an ELL’s language acquisition and content learning in our classrooms while still keeping the learning standards intact? The answer may lie with the inclusion of ELL-targeted self-regulated learning strategies.   

Self-regulated learning (SRL) is certainly not a new concept, for it was first introduced by Zimmerman in 1986 (Panadero,  Continue Reading →

Categories:
EAL, ESL, Language, Other
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Spotlight — Lorenzo Sclocco


Written by - An interview with Lorenzo Sclocco

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You are an advocate for professional development–how do you maintain professional development with a busy schedule and how would you encourage others to get involved and develop their skills?

Teachers are life-long learners, so I always try to develop and hone my skills. Most of the opportunities I hear about come from LinkedIn: It’s thanks to LinkedIn that during the pandemic I had come in closer contact with the instructional design world and the content development field. In the last three years, I came to the realization that teachers have so many transferrable skills: research, project and time management, critical thinking, creativity, leadership (yes, leadership too!). This is the advice I would give my other colleagues—it might be an unconventional one: Create or polish your profile on LinkedIn where you can start your networking.  Continue Reading →

Categories:
Interview, Spotlight
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EGAP: What is missing?


Written by - Farnaz Karimian, Amy Parker, & Xiaoming Li, Canada

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The number of international students seeking enrollment in higher education in Canada has increased four times in just twenty years from 122,665 in 2000 to 621,565 in 2021 (Crossman et al., 2022). Thus, it is evident that there will continue to be a need for more EAP programs to prepare EAL (English as an Additional Language) students for their post-secondary studies. But before delving deep into this issue, it is important to first discuss the nuanced, yet meaningful distinction between EGAP (English for General Academic Purposes) and ESAP (English for Specific Academic Purposes). EGAP instructors typically focus on general English language proficiency required for post-secondary level education, whereas ESAP instructors center their curriculum on teaching English for specific academic purposes,  Continue Reading →

Categories:
EAP, Research
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EAP teacher identity negotiation and its impact on our teaching practice: Research insight from the public college system in Ontario


Written by - Plamen Kushkiev, Canada

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Rationale for research into EAP teacher identity

English for Academic Purposes (EAP) pre-sessional/pathway classes are a popular course offering at private and public institutions in Ontario (Kushkiev, 2022) as Canada ranks amongst the most popular study destinations for English language learning (Languages Canada- Bonard Research Report, 2021). Around 40 % of Canadian ESL and EAP programs are offered by institutions in Ontario (Languages Canada, 2020). International and domestic students opt to complete an EAP program as a pathway into their college or university studies without the need to write internationally administered English language proficiency tests to meet the admissions requirements of their institution of choice.

Due to the lack of a national or provincial institutionalized accrediting body similar to the British Association of Lecturers in English for Academic Purposes (BALEAP),  Continue Reading →

Categories:
EAP, Identity, Teaching
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