Category Archives: Literacy

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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Perspectives on classroom writing assessment literacy in ESL/EFL contexts


Written by - Ameni Benali, York University, Canada

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Abstract

Despite the importance of writing assessment in ESL/EFL classrooms, it is not getting enough attention either from teacher education program designers or from teachers themselves. It is commonly believed that assessment courses do not have much to offer to classroom teachers compared to high stake tests. Some classroom teachers avoid learning about writing assessment skills and knowledge because they are against their beliefs or because they feel overwhelmed with the effective assessment guidelines. As for teacher education courses and graduate programs, they include either limited or no instructions about writing assessment literacy (Crusan, 2010; Weigle, 2007). This paper investigates second and foreign language teachers’ knowledge, practices, and beliefs about writing assessment and the role of teacher education in improving teachers’ writing assessment literacy.  Continue Reading →

Categories:
Assessment, ESL, Literacy, Writing
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Critical literacy and counter-narratives: Disrupting power and enhancing inclusivity in the LINC classroom


Written by - Abir Hammoudi, OISE, University of Toronto, Canada

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Many immigrants come to Canada not understanding the long and complex history it has with its Indigenous people, colonization, residential school system, and the impact of this on Indigenous communities. As a result, many newcomers learn negative stereotypes about Indigenous people because of their representation in the media and literature. Therefore, there is a pressing need to educate ourselves and Canadian newcomers about the true Canadian history. It is important to examine it from different angles and a “need to learn to read again the exhibition of the world, to see the display of the civilized and the primitive” (Willinsky, 1998, p. 86) as history topics have only ever been taught from one point of view of the majority group.  Continue Reading →

Categories:
culture, Curriculum, ESL, Literacy, Materials, pedagogy, Research, Teaching, TED
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Quick tips for teaching literacy


Written by - By Zainab Almutawali, Canada

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These tips and guidelines are meant for instructors and volunteers who are new to the field of literacy and intend to work with adult literacy learners. I have come up with these tips based on my experience with literacy students, other teachers’ experiences and observations, and also my learners’ feedback that I always consider when planning my lessons. This is based on experience teaching literacy students from diverse backgrounds and various levels of literacy.

Background
Understanding the background of literacy learners and their needs is the first step to a fruitful learning experience. Many of our literacy learners are individuals who have never been to school before, have had limited education (one to two years of schooling) in their home countries,  Continue Reading →

Categories:
ESL, Language, Literacy, Teaching, Uncategorised
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Individualized program plans for adult ESL literacy learners


Written by - By Eman Ghanem, Edmonton Catholic Separate School District, Canada

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*For all footnotes, refer to the PDF version of the article.

Abstract
Adult ESL literacy teachers are often perplexed when instructing pre-, non-, and semi-literate adult ESL learners due to their L1 literacy level, age, and possibly traumatic experiences. Classroom instruction and assessment should be carefully planned and strategically implemented because of the underlying financial and social ties connecting literacy to socio-economic status. How might instructional practices be modified to better meet the needs of adult L2 emergent readers? This paper examines the use of Response to Intervention (RTI) tier 3 plans in adult English learning in an L2 context. For twelve weeks, several evidence-based reading diagnostics assessments were administered to help develop individualized program plans for a group of emergent readers.  Continue Reading →

Categories:
Curriculum, ESL, Language, LINC, Literacy, Other, pedagogy, Reading, Research, Teaching, Uncategorised
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