Empowering non-native English-speaking teachers in Ontario: Challenges and opportunities


Written by - Isil Senturk, Canada

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Abstract

This study examines the experiences of Ontario Certified English Language Teachers (OCELTs) who are non-native English-speaking teachers (NNESTs), using Kolb’s Experiential Learning Cycle to frame their professional strengths and challenges. Drawing on a mixed-methods approach, including surveys, interviews, and reflective journaling, the research highlights NNESTs’ unique assets, such as cultural sensitivity, empathy, multilingual skills, and shared learning experiences, which enrich their teaching in multicultural classrooms. Yet, it also reveals persistent obstacles, including discriminatory hiring practices, linguistic disconnects, and inadequate institutional support. The findings suggest that reflective practices, rooted in Kolb’s model, can empower NNESTs by fostering professional growth and resilience. The study calls for a shift in Canadian TESL (Teaching English as a Second Language) policy to value NNESTs’ pedagogical strengths,  Continue Reading →

Categories:
ESL, Experiential
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Exploratory rhetorical analysis of TESOL conference abstracts


Written by - Addison Jalbert and Ritaj Karaja, Canada

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Abstract

Discourse analysis research has previously investigated the rhetorical structure of abstracts found within empirical texts. This has been used to inform academic writing practices and instruction of English for Academic Purposes courses. More recently, this research has analysed abstracts submitted to conferences in the area of Teaching English to Speakers of Other Languages (TESOL). Research on the rhetorical structure of abstracts has utilized Swalesian rhetorical move-step analysis to figure out if they follow the models Create a Research Space (CARS; Swales, 1990) or Introduction-Methods-Results-Discussion (IMRD; Lores, 2004), finding mixed results (Kessler et al., 2014; Yoon & Casal, 2020). The current study investigated abstracts successfully accepted into a TESOL conference proceeding (KOTESOL, 2023) to continue this research using similar methods,  Continue Reading →

Categories:
Conference, EAP, ESL
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Practical tips for early-career language teachers to build resilience


Written by - Aide Chen, Canada

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While resilience has become a buzzword across many helping professions, research on language teacher resilience is still in its early stages, with much yet to be explored about how teachers, particularly those new to the profession, navigate challenges and sustain themselves in their teaching careers. To help bridge this gap, I draw on insights from my PhD dissertation, which examined the experiences of early-career English as an Additional Language (EAL) teachers in Ontario, Canada, focusing on how they built early-career resilience (Chen, 2023). Synthesizing these findings, this article introduces the what, why, and how of early-career teacher resilience: What does teacher resilience mean? Why is it important to pay attention to it now more than ever? And how might new teachers begin to build and sustain it?  Continue Reading →

Categories:
Strategies and Tips, Teaching
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Spotlight — Jennifer Hutchison


Written by - An interview with Jennifer Hutchison

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Your blog post, Why We Need to Keep Our ESL Departments Open, struck a chord with many people. How has this situation affected you? What can people do?

How has the closure affected me? Well, I’m sad because I love the school and I love teaching EAP. There are few jobs as gratifying as this one, where you get to work with students from all over the world and can genuinely see the difference you make to their lives.

And I feel sick for my colleagues. Some permanent instructors successfully filed grievances and were able to transfer to the Communications department. But remember that they are leaving the field that they love and have built their careers on.  Continue Reading →

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Interview, Spotlight
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“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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Applying the Four Strands Framework in LINC classrooms


Written by - Juyeon Lee, Canada

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Teaching the foundation: Reflections from a LINC practicum experience

During my three-week teaching practicum in Ottawa, I had the unique opportunity to work with LINC (Language Instruction for Newcomers to Canada) Foundation 1 level students. The experience was both challenging and eye-opening, as it required adapting to the needs of learners who had little to no prior formal education. For many, this program marked their first experience with holding a pencil, recognizing numbers, or learning to write.

These students faced the dual challenge of acquiring English while also developing basic literacy skills, often for the first time. Teaching even simple words like safety proved difficult, as many of them had not learned to read or write in their native language.  Continue Reading →

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LINC
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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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Spotlight — Kurt Strachan


Written by - An interview with Kurt Strachan

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Kurt, thank you for taking the time to tell us more about the multi-faceted work you do. But to start, who would you say Kurt Strachan is?

Well first, I want to thank you again Nicola for reaching out and inviting me to join you in this discussion. I really appreciate this opportunity to share a bit of my journey and hope that its helpful to others.

Who is Kurt Strachan? I’d say I’m someone who thinks of others, enjoys finding solutions or at least providing options that help. Being a Program Officer for the last two years has been a good fit for me because it has allowed me to collaborate, contribute to, problem solve,  Continue Reading →

Categories:
Spotlight
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