Category Archives: culture

Thou shalt not speak English at home


Written by - By Ricardo-Martín Marroquín, Redeemer University, Canada

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Abstract
In this paper, I will explore various reasons why English may be endorsed to be spoken at home by English language learners. There is a strong consensus by second language teachers that learners of a second language (L2) should focus on developing their first language (L1) in a more academic means, adding that solidifying their foundation in their first language, would also support second language learning. Furthermore, language skills are interchangeable from one language (L1) to another (L2). However, the point of this article is to entertain and even to support a continuation of learning the L2 at the student’s home for reasons explained in further detail. In addition, the notion is not to weaken the argument that speaks of the continual development of the L1,  Continue Reading →

Categories:
culture, ESL, Language, Other, Research, Speaking
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Possibilities in decolonizing English language learning


Written by - By Munjeera Jefford, York University, Canada

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Abstract
Racism in education has a long 500-year history with colonial roots that situates knowledge production as a Western prerogative. Colonizers intentionally created an educational system based on Eurocentric epistemologies that promoted White supremacy. Pieterse & Parekh (1995) argue that in the 20th century, capitalism and industrialization enabled global oppression and resurgent nationalism which undermined social justice initiatives. Over the last thirty years in Canada, despite increasingly diverse students, inclusive curricula, and equity policies from elementary schools to universities, the teacher and administrator workforce has remained racially homogenous. Learning English has become an intrinsic part of a global post-colonial legacy in which many continue to perceive the ideal educator to be White males. Currently, microaggressions among ESL teachers and exclusion in decision making reflect ongoing racism.  Continue Reading →

Categories:
culture, ESL, Identity, Lingua Franca column, Other, pedagogy, Research, Teaching, Uncategorised
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Creative assignments to help students connect English to the outside world and build confidence


Written by - Shayne Fogle, Ryerson University; Alanna Carter, Ryerson University; & Shereen Seoudi, Ryerson University

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Abstract
Instructors at the Real Institute’s ESL Foundation Program are continuously working on designing assignments that allow their students to practice the language skills taught in class while at the same time engaging with technology and connecting with life outside of the classroom. Through careful consideration and research, two assignments were designed and successfully achieved these outcomes. The assignments were adapted to a virtual teaching context and were equally successful. This article includes a detailed explanation of the projects that were created, the steps taken for students to accomplish all tasks, and the outcomes that resulted from their completion. Further to this is a description of the success achieved from their adaptation to an online learning environment.

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Categories:
Assessment, Blended Learning, culture, Curriculum, ESL, Experiential
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Disrupting the English-only status quo: Using home language as a vital resource in the classroom


Written by - Kate Paterson, Western University, Canada

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Abstract
An extensive and growing body of research affirms the value of using students’ home language (L1) in both second language (L2) and content learning in the classroom. In spite of this, instructional policy and practice continue to operate as though English-only approaches are axiomatic and essentially common sense. This article appeals for action at the classroom and program levels to close the gap between research and practice in relation to the use of home language in learning. This shift aligns with a move toward rejecting deficit narratives that focus on what students are lacking rather than what they bring to the classroom. If we recognize that our students possess rich cultural and experiential funds of knowledge, we must also begin to value the language(s) in which that knowledge is encoded.  Continue Reading →

Categories:
culture, Curriculum, Other, Plurilingualism, Research, Teaching, Uncategorised
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Short-term applications for blockchain technology within an ESL context


Written by - Shawn Chattin, ESL Coin Co-op, USA

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Abstract
This paper aims to help educate English as a Second Language (ESL) members on the potential benefits of implementing blockchain technology. As academic record transfer and digital publishing represent two of the simplest transformations the industry can undertake in the short-term, they represent the focus of this article, but additional, longer-term use cases are also briefly mentioned. This technological step is one that could become mainstream across global economies within the next five years, and the ESL industry is primed to be one of its major beneficiaries. With an immense demand for English instruction and resources, blockchain will help meet the world’s English needs in a transparent and accountable manner.

Introduction
The ability for organizations and individuals to confidently share data with one another,  Continue Reading →

Categories:
culture, Other, Technology
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Informed Use of Learner L1: Plurilingualism as a Macrostrategy for Teaching English to Speakers of Other Languages


Written by - Rebecca Schmor, OISE, University of Toronto, Canada

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Abstract
The use of learner L1 in TESOL contexts has emerged as an effective, if controversial, teaching strategy. This strategy is validated by the notion of plurilingualism. Plurilingual practices serve a variety of classroom aims and offer a range of pedagogical and intercultural benefits. However, there are several challenges impeding the adoption and application of plurilingual pedagogy. In response to these challenges, I draw on a postmethod framework and my own teaching experiences to offer several ideas for plurilingual classroom activities, developed with Spanish and Portuguese-speaking students. A plurilingual perspective can help ESOL teachers to recognize, respect, and make use of their learners’ diverse linguistic and cultural resources.

Introduction
Views of monolingualism, native-speakerism, and subtractive language acquisition still dominate TESOL learning and teaching contexts.  Continue Reading →

Categories:
culture, pedagogy, Plurilingualism, Speaking, Teaching
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Can Sociodramatic Play Enhance Second Language Development?


Written by - Fernanda C. A. Batista, Ontario Tech University, Canada

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Abstract
Sociodramatic play contributes to children’s communication processes in several ways, including the development of language, imagination, creative expression, self-regulation, inner thought, and socialization, as well as the paving of the way for the development of symbolic activities such as literacy, mathematics, and music. To what extent, however, can it be beneficial to second language development in teenage and adult learners? In this paper, study findings about how and why sociodramatic play—also referred to as role-play, pretend play, symbolic play, and make-believe play—can help learners of all ages acquire a second language are reviewed. In these studies, sociodramatic play is regarded as an opportunity to promote interactive and cooperative learning along with understanding the norms of other cultures,  Continue Reading →

Categories:
culture, Curriculum, Drama, Experiential, Other, pedagogy
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Developing Intercultural Competence: Surveying EFL Learners’ Knowledge, Strategies, and Attitudes


Written by - Farhad Roodi, University of Ottawa, Canada & Zahra Azin, Istanbul Technical University, Turkey

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Abstract

Understanding others has long been a goal of language teaching yet remaining in the background of educational practices (Liddicoat, 2012). One of the existing challenges in the language-teaching domain is the integration of culture and language. The incentive to conduct this study is the existing gap of teaching culture in language classrooms. The researchers investigated learners’ opinions on the presentation of English-speaking countries’ (ESC) cultures and explored the cultural knowledge scope of Iranian EFL learners. Besides, the strategies used by the learners to acquire intercultural communicative competence were explored. A questionnaire was distributed among 250 language learners, yet twenty-six male and female EFL learners, intermediate and upper-intermediate level, were interviewed to probe their knowledge, strategies, and attitudes.  Continue Reading →

Categories:
culture, Curriculum, Other, Teaching, Theory
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