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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Teacher, I write a photograph


Written by - Jacqueline Johnson, Canada

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Introduction

Writers make the blind see. We are talking about readers here. Readers see only what writers show them. I tell my students this, adding that luckily readers can see photographs and it is their job to make good photographs.

Then we get down to business, and I run through a drill that goes something like this.

“Let’s make some pictures: Read these words:  Car—What do you see? Woman—What do you see?  Baby—What do you see?”

“Let’s make some moving pictures. What do you see now? The woman drives the car. The baby smiles.”

I tell them that these are general pictures,  Continue Reading →

Categories:
ESL, Teaching, Uncategorised, Writing
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Spotlight — Rabia Khokhar


Written by - An interview with Rabia Khokhar

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The Elementary Teachers’ Federation of Ontario (ETFO) presented you with the 2021 Anti-Racist and Equity Activism Award. Talk to us about this special moment in your life.

This was such an incredible and humbling moment in my life! I have always been incredibly passionate about equitable education and to receive this award from ETFO; fellow educators was really affirming. I have always been interested in bringing equity theory to practice in tangible, relevant, contextual and accessible ways for students, educators, families and other stakeholders and so to be recognized for doing this work and some of its impact was really exciting and an honour.

One of the things this award recognized was the newsletter I had created around equity topics and book recommendations.  Continue Reading →

Categories:
Interview, Spotlight
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Developing a cross-cultural framework to teach academic writing in the L2 classroom


Written by - By Andrés Esteban Chinchín Talavera, Canada

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Introduction

It is through interaction with other individuals that people know and understand who they are and their roles and limitations within society (Connell & Wellborn, 1991). Different societies have different values and beliefs that shape their world views from the macro level of ideological structures to the micro level of social activity (The Douglas Fir Group, 2016). For this reason, it is imperative that any individual who desires to write well in each language be able to understand the ideological structures of the chosen culture to communicate appropriately. This article provides an insight into the role that writing plays in the creation of identities and ideologies, and presents a theoretical framework developed by Jim McKinley (2015) to allow learners to develop a cross-cultural writer identity and critical thinking through the combination of socio-cultural theory,  Continue Reading →

Categories:
culture, Writing
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Developing targeted technology standards for Avenue language instructors, programs, and learners: An initiative of New Language Solutions


Written by - By John Allan, Deborah Healey, Phil Hubbard, Greg Kessler, Rob McBride, Sharon Rajabi, & Matthias Sturm, Canada & USA

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Abstract

In August 2020 a new platform for adult newcomer language instruction was released by New Language Solutions (NLS) on Avenue.ca. NLS recognized the need for standards to support effective use of Avenue and technology-enhanced language learning (TELL) in online and blended classes. Concluding that existing technology standards from ISTE and TESOL were too broad for their purposes, NLS initiated a project to develop their own technology standards for Avenue stakeholders including instructors, programs, and learners. These would not be performance evaluation tools but rather best used for self-assessment and for guiding local innovation. Here we report on that initiative, which was introduced at TESL Ontario 2023, focusing on the instructor standards as they are currently the most fully developed.  Continue Reading →

Categories:
Technology, TELL
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Transforming assessment for today’s classrooms: A guide to empowering teachers and students


Written by - By Marcela Cecilia Danowski, Argentina

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Introduction

Assessment serves as the compass guiding educators and students through their academic journey. Beyond mere grading, assessment is a tool that fosters growth and understanding. In this article, tailored for classroom teachers, we will delve into four key elements reshaping the assessment landscape in education: rubrics, e-portfolios, differentiated activities, and metacognitive activities.

The power of rubrics in the classroom

Rubrics, structured scoring guides, offer a unique ability to bring objectivity and clarity to assessment within the classroom setting. They not only provide educators with a standardized approach to evaluate student work but also offer transparency to students regarding the criteria for success.

Consider a writing assignment, where a rubric might assess grammar,  Continue Reading →

Categories:
Assessment
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Diversity, equity, and inclusion: Dialoguing with TESL Ontario members


Written by - By Rebecca Schmor & Nisa Akdemir, Canada

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Abstract

This article reports and comments on findings from a TESL Ontario membership survey and synchronous dialogue session inquiring about challenges and opportunities related to Diversity, Equity, and Inclusion (DEI) in English Language Teaching classrooms and workplaces. The findings reveal that TESL Ontario members have most frequently experienced ageism and ethnic and cultural discrimination in their interactions with colleagues and students. Member suggestions for enacting DEI principles and practices at work and in class included engaging in self-directed learning activities, linguistically inclusive teaching practices, and formal professional development opportunities.

Introduction

Diversity, equity, and inclusion (DEI) have become buzzwords within and beyond the field of language education, reflecting the ongoing need for social change,  Continue Reading →

Categories:
culture, DEI, Identity, Uncategorised
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Exploring effective professional development for ESL instructors


Written by - By Mohsen Jazeb & Sepideh Sharafi, Canada & Iran

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Abstract

Professional development (PD) plays a crucial role in the success and quality of various occupations, including English as a second language (ESL) instruction. However, there is a need to understand ESL teachers’ perceptions of PD, the challenges they face, and their recommendations for enhancing the PD process. This study focuses on language schools in Ontario, Canada, where research on the efficacy of PD events for ESL instructors is limited. By utilizing a quantitative research design with a survey-based approach, data were collected from ESL teachers employed in language schools and institutions in Ontario. The findings reveal that while teachers recognize the importance of PD, there is room for improvement in terms of PD topics, activities, and program relevance.  Continue Reading →

Categories:
ESL, Language, Professional Development
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ESOL instructor’s reflections on the use of pedagogical translanguaging


Written by - By Maira Klyshbekova, UK

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Abstract

In this article, I present my reflections on the use of pedagogical translanguaging at a language centre for newly arrived adult refugees and asylum seekers in the United Kingdom. As a volunteer ESOL instructor of this course, I decided to make use of the students’ various linguistic repertoires by incorporating multilingual text reading and writing tasks. In the article, I present my thoughts on this practice and provide my recommendations to other ESOL instructors looking into utilising and bringing their students’ languages into the classroom spaces.   

Keywords: ESOL, refugees, students, fairy tales, pedagogical translanguaging.

Introduction

In response to the mobility of people, teachers around the world are encouraged to reshape their practices in order to meet the specific needs of their students.  Continue Reading →

Categories:
Refugees, Translanguaging
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Elevating ELLs in a science classroom: Evidence-informed strategies to support language development used by a high school teacher


Written by - By Maria Zaman, Ryan Summers, & Sarah Boese-Noreen, USA

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Learning science can be a daunting task, resembling the challenge of deciphering a complex foreign language for many individuals. The intricacy stems from the incorporation of vocabulary with Latin and Greek roots, intertwined with specialized jargon that references specific concepts. This linguistic complexity often proves to be a stumbling block for learners. As a bilingual educator, my constant endeavour is to explore inventive ways to make subjects more accessible, particularly for English language learners (ELLs). In a recent undertaking, I conducted a comprehensive interview with an experienced high school teacher, delving into effective strategies for teaching science to ELLs. This endeavor sheds light on the fact that mastering science surpasses conventional language skills, such as reading,  Continue Reading →

Categories:
ESL, Language
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Spotlight — Shahriar Mirshahidi


Written by - An interview with Shahriar Mirshahidi

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Congratulations! You received the OCAD University Employee Equity Award. Talk to us a bit about that award and what it means to you.

I am deeply honored to receive the 2023 Employee Equity Award for my work as an English Language Learning Specialist at OCAD University’s English for Art & Design Program and the Writing & Learning Centre. This award highlights the importance of fostering an equitable, diverse, and inclusive learning and work environment, a mission I am passionately dedicated to. My commitment lies in empowering racialized and multilingual students by providing them with an equitable pedagogical space through amplifying their unique resources and knowledges. I advocate for translingual approaches to teaching English as an Additional Language and creating more accessible curricula that cater to multilingual students’ needs to ensure their success.  Continue Reading →

Categories:
communication, culture, Curriculum, EAL, EAP, ESL, Interview, Journal, Language, Research, Speaking, Spotlight
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Wax on. Wax off.


Written by - Jen Artan

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“Your first draft isn’t an unoriginal idea expressed clearly; it’s an original idea expressed poorly, and it is accompanied by your amorphous dissatisfaction, your awareness of the distance between what it says and what you want it to say.” (Chiang, 2023)

The rise of ChatGPT

Students have always been the subject matter expert in cutting corners; if a new tool or technology gives them the edge, they will take it.

When the internet emerged, educators prophesied the end of originality. They pondered how plagiarism will now exist on an entirely new plain. The teachers had a point. The internet made it super easy for essay mills to exist and recruit customers.  Continue Reading →

Categories:
AI, EAL, EAP, ESL, Language, Writing
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