Category Archives: ESL

“Bringing themselves into their writing”: Centering learner voice in the age of AI


Written by - Mercedes Veselka and Mary Ott, Canada

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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 question comes wrapped in concerns about plagiarism. This new technology has highlighted the urgent need to reimagine academic integrity and assessment practices (Coffey, 2024; Furze, 2024; Higgs & Stornaiuolo, 2024; Mcknight & Shipp, 2024; Merod, 2024; Payne et al., 2024; Trevithick, 2024). While we can imagine a future where AI detection software offers us the answer to all our problems,  Continue Reading →

Categories:
AI, ESL, Writing
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The magic of rapport in language teaching: A review of rapport-building strategies from in-person to virtual classrooms


Written by - Asiqur Rahman, Canada

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One of the indispensable elements of education in general, and language teaching in particular, is building good rapport in the classroom. A classroom with strong rapport promotes a learning environment through friendly relationships, trust, respect, and mental engagement between the teacher and students, as well as among students. Senior (2006) stated that the rapport teachers develop in their classes seems to them as significant as the pedagogy itself. Harmer (2015) identifies the ability to build rapport as one of the essential qualities of good teachers.  He states: “In classes with good rapport, anything is possible because the students believe their teacher is a good teacher” (p. 114). He refers to this as the magic of rapport. The interactions between teachers and their students significantly influence both the classroom environment and learning outcomes (Wang,  Continue Reading →

Categories:
EAL, ESL, Teaching
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Best practices for online or blended teaching


Written by - Marijke Geurts, Matthias Sturm, and Anita Premkumar, Canada

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Background of the project

The delivery of instruction through an online platform is becoming more popular every year. While students are taking advantage of the convenience provided by online instruction, their teachers are grappling with how to engage students and approximate more closely the ambiance of a traditional classroom, which is still the most familiar environment for many.  For many learners, online classes are places to learn at their own time and pace, where automated activities provide immediate feedback and learning. For many teachers, questions around assessment validity in an online environment are issues of concern.

Most language classes provided in the Language Instruction for Newcomers to Canada (LINC) program have the capability for learners and instructors to be online so that both can benefit from the affordances of synchronous and blended learning and teaching,  Continue Reading →

Categories:
Blended Learning, EAL, ESL, online, Online teaching
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Exploring code-switching in Persian-English bilingual children: Lessons for language educators


Written by - Zohreh Salaribaghsangani, Canada

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Abstract

Code-switching, a common phenomenon among bilinguals, serves as a strategic tool for effective communication rather than a reflection of linguistic inadequacy. This article examines code-switching among Persian-English bilingual children during storytelling, shedding light on its triggers, cultural implications, and relevance to language education. By leveraging findings from qualitative research, it offers practical strategies for integrating bilingual pedagogies into English Language Teaching (ELT). These approaches not only enhance linguistic competence but also foster cultural inclusivity, aligning with TESL Ontario’s commitment to equitable and innovative language instruction.

Keywords: Code-switching, bilingualism, Persian-English learners, TESL Ontario, cultural identity, ELT strategies

Ethical considerations

This study was conducted in compliance with ethical guidelines, including approval from Brock University.  Continue Reading →

Categories:
ESL, Identity, Language
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The linguistic competition and other sports


Written by - Diana Lombardi, Canada

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Fencing

The linguistic competition is what I like to refer to as fencing. The first round of fencing commences, and you are speared by the sword of your competitor. That sword is the primary language and the secondary language. In this case, English represents your sword that failed to draw in time. Your opponent wins, and the primary language scores a point. Your secondary language stood no chance, and you had no time to make contact with your opponent. The question is, how do we defend ourselves from this situation? And how can we use our own sword in such a way that it overtakes our opponent? There is overwhelming evidence that both languages in a bilingual’s repertoire are always active to some extent,  Continue Reading →

Categories:
ESL, Other, Reflection
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Navigating language and life: Supporting immigrant learners in their ESL journey


Written by - Tetiana Yaremchuk, Canada

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I came to Canada in June 2022 as an immigrant because of the conflict in Ukraine, so I know directly how difficult it is to start over in a new country. I currently teach English as an additional language (EAL) to adult immigrants at ISANS, mostly dealing with students at Canadian Language Benchmarks (CLB) levels 1 through 3. I have almost ten years of experience teaching high school students in Ukraine.

Teaching low-level students from a variety of backgrounds necessitates a thorough comprehension of their requirements and difficulties. In accordance with the CLB, ISANS uses the Portfolio-Based Language Assessment (PBLA) approach. This method guarantees that classes centre on useful, real-world tasks, enabling students to confidently navigate their new surroundings.  Continue Reading →

Categories:
EAL, ESL, Identity
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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 →

Categories:
ESL, LINC, 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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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 →

Categories:
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 →

Categories:
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 →

Categories:
AI, EAP, ESL, Language
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Anxiety during the Silent Period: Anxiety of the unknown specifically for temporary and refugee claimant students


Written by - Ricardo-Martín Marroquín, Canada

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Abstract  

This article focuses on the importance of supporting all English language learners, specifically those who endure an added level of stress due to their immigration journey. In this article, I will raise awareness by pointing out the importance of not only being aware of temporary/visa/no status students but also to be more compassionate while teaching them. Moreover, recent numbers such as the number of newcomers, visa students, and study permits will be shared, and the topic of anxiety will also be discussed, with the intention to best support students who are hoping to stay in Canada but do not necessarily have the permit to do so.

 

 

The reason for this article is to promote empathy and allow for greater support for newcomers,  Continue Reading →

Categories:
ESL, Identity, Language, Refugees
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