The three Ps of ESL in the workplace: Proficiency, pronunciation, & pragmatics
Categories:
Pronunciation, Speaking, Teaching
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Recommending language scores for workplace readiness: Who recommends higher language test score for workplace readiness — Language specialists or employers?
Categories:
Assessment
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Developing a culturally mindful curriculum and occupation specific assessment for an optometric bridging program
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Assessment
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Learning all the parts of the puzzle: Focused instruction of formulaic sequences through the lens of activity theory
Categories:
Vocabulary
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Lexical bundles in L2 English academic writing: Proficiency level differences
Categories:
Uncategorised, Writing
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Explicit instruction of situation-specific formulaic expressions and second language pragmantic competence: A classroom intervention study
Categories:
Teaching
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Editor’s note
In the last issue we took a quick look at cognitive linguistics. This time, Jackie Nenchin introduces us to systemic functional linguistics (SFL). Elizabeth O’Dowd then shows us how one MATESOL program that teaches SFL is updating their curriculum, considering the growth of English as a world language. If revamping your program sounds good, and you think you have the management skills to do it, Kara Mac Donald and Ketty Reppert have some hints about how to become a program administrator.
Continuing with the least-you-should-know series about other languages, John Steckley provides a gentle introduction to the Ojibwa language. This also inspired our cover image “Learning” by Ojibwa artist Benjamin Chee Chee.
Our remaining articles are from Alina Filip, who describes dynamic writing assessment, Continue Reading →
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Editor's Note
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Beyond tradition: Using systemic functional linguistics in ESL teaching and teacher preparation
Abstract
This paper1 examines some uses of Systemic Functional Linguistics (SFL) in teacher preparation and offers some ideas and activities for ESL classrooms. The paper begins with a rationale for the use of SFL in teacher training and language teaching, followed by a description of Hallidayan systemic functional linguistics (SFL) and its application to pedagogy, as represented by the work of Rose, Martin, Butt, Lock, and others. It examines certain aspects of grammar from an SFL perspective and provides an example of a project that was completed by teacher learners, including related activities for the classroom.
As an ESL teacher and teacher trainer, I have always been certain of the inadequacy of the traditional understanding of English grammar as a set of rules to be memorized and subsequently applied. Continue Reading →
Categories:
Professional Development, Teaching
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Teaching, methodology, and English as an international language: Lessons for one MATESOL program
Our small university in northern New England has a 60-year tradition of preparing students to teach English in the USA and around the world. For several decades, Communicative Language Teaching (CLT) has been our stated approach, while we acknowledge that the term itself is rather loosely defined and is perhaps best seen as a methodological umbrella that reflects several key cognitive, affective, and linguistic principles such as student-centered instruction, relevant and comprehensible input, balancing accuracy with fluency, and integration of productive and receptive skills. The CLT approach has allowed for flexibility of teacher styles and adjustments to the perceived needs of our students, both native (NS) and non-native (NNS) English speakers. However, in recent years we have realized that those needs are shifting in a direction that claims English as an International Language, Continue Reading →
Categories:
Teaching
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TESOL program administrators: How do I get the skills to become One?
The need for formalized training for ELT program administrators is a recurring topic in the field of TESOL. Navigating the transition from faculty to administrative authority is rarely covered in TESOL programs, yet many TESOL graduates find themselves offered administrative and/or management positions based on their advanced degrees and classroom experience. Additionally, those who do not have a background in TESOL and would like to complete a postgraduate degree to legitimize their teaching experience, professionalize themselves, and gain management skills to move beyond the classroom find few options in TESOL programs with a management focus.
This article1 discusses the skill set educational program administrators and managers typically have and then compares those to the distinct skill set TESOL program administrators and managers may need. Continue Reading →
Categories:
Professional Development, Training
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The least you should know about the Ojibwa language
Aanii “hello” or Boozhoo (adapted from the French bonjour), reader of this article. This is an article about a language that still has thousands of speakers across Canada, from Quebec west to Alberta. In the more northern of the Ojibwa communities there are still people who are more fluent in their native language than in English. This article concerns such people as students of English.
Perhaps the first important point to keep in mind about the Ojibwa language is that like the names of other Aboriginal peoples and their languages, Ojibwa is the name the settlers gave them, not what they called or call themselves. The people call themselves Anishinaabe (and this includes peoples otherwise often called Chippewa, Mississauga, Odawa, Algonquin and Saulteaux). Continue Reading →
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Other
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Dynamic assessment of L2 writing
“But I did everything you said and my grade is still low…” If you teach writing in an ESL or EAP class is quite likely that you routinely have a handful of students expressing their disappointment at the grades they receive. Teaching academic writing is of particular interest in my teaching setting, an EAP language program for international students who intend to pursue a masters in Education. While process writing is reinforced in my course, I often find that my students are feeling ineffective and frustrated with their writing progress. In order to help them develop their writing skills and nurture their confidence as writers I started using dynamic assessment (DA). In this article, I will try to define what dynamic assessment is and provide a model that could be easily adapted to any level. Continue Reading →
Categories:
Assessment, Writing
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