*For all footnotes, refer to the PDF version of the article.
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
This Ministry of Children, Community and Social Services (MCCSS) funded adult ESL Literacy Project of the Hamilton-Wentworth Catholic District School Board is in the midst of piloting a new delivery model of adult ESL Literacy instruction based on the 2016 ESL for Adult Literacy Learners (ESL for ALL) document. The Literacy Researcher guided four team members through intensive ESL Literacy training in the first year of the project. Now, these instructors are running specialized classes that target specific learning strategies ESL Literacy learners need in order to be successful participants in their classes, with PBLA and in their daily lives.
Our TESL Ontario Conference poster presented the learning strategy of highlighting specific information required to answer WH-questions. Continue Reading →
In The Courage to Teach, Palmer (2007) writes, “I am a teacher at heart, and there are moments in the classroom when I can hardly hold the joy… But at other moments, the classroom is so lifeless or painful or confused—and I am so powerless to do anything about it—that my claim to be a teacher seems a transparent sham.” (p. 1–2). Naturally, we teachers prefer to have more of the former kinds of experiences, as do our students. Towards that end it is worth asking: how can we create more joyful learning experiences for our students and ourselves? Among several other factors, the specific techniques that we use, coupled with an appreciation for how our students are perceiving them, can have a large impact. Continue Reading →
A one-day symposium on Teaching and Learning Vocabulary in Another Language was held at the University of Western Ontario on Friday 21st October 2016. Leading scholars and key researchers in the field of vocabulary studies discussed a wide range of second language (L2) vocabulary-related topics including (1) vocabulary learning through reading, (2) captioning and word learning, (3) corpus-based studies, and (4) phrasing aspects of language. In this report, we will summarize some key points from the symposium in order to provide teachers with up-to-date vocabulary research that can inform their teaching and make their teaching practice more effective and productive in L2 classrooms. In what follows, we will briefly review background knowledge relevant to the presentations and discuss pedagogical implications based on the presented studies. Continue Reading →