Exploring the potential of MALL in teaching ELLs academic writing


Written by - By Tara Al-Hadithy

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Abstract
As a consequence of the growing interest in digital technologies, a recent field of research has emerged, which investigates the use of recent technologies in language learning: Mobile Assisted Language Learning (MALL). Although research studies have demonstrated that mobile technology is an effective tool for improving different English language skills, the majority of MALL studies focus on vocabulary acquisition and speaking skills, whereas grammar learning and writing skills are underrepresented. As an English for Academic Purposes (EAP) instructor who seeks to engage her learners with the aid of MALL activities, especially given the current pandemic context, I was driven by the question: What is the potential of MALL in teaching English Language Learners (ELLs) academic writing? In light of the theoretical foundations of MALL (e.g.,  Continue Reading →

Categories:
EAP, MALL, Writing
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The incredible vocabulary machine


Written by - By Stephen Roney, Canada

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

Abstract
Vocabulary is the heavy lifting in learning a language. With grammar, little meaning can be conveyed. With vocabulary, anything can, in a pinch, be conveyed. Yet vocabulary has traditionally been neglected: In part for theoretical reasons; in greater part because the obvious process to learn it, item-based memorization, has seemed so tiresome and time-consuming. The process can be automated with free tools available on the web. It can be handled outside of class time, efficiently and with a minimum of dull repetition. Learning vocabulary can be easy and fun.

Introduction
Vocabulary is the heavy lifting in language learning. It is most of what must be learned,  Continue Reading →

Categories:
ESL, Technology, Vocabulary
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Complexity Theory and translanguaging as pedagogy for ESL learner empowerment


Written by - Ali El Mahmoud & Angelica Galante, McGill University, Canada

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Abstract
Recent theories in second language education have highlighted the learner as a social being, who has agency and takes an active role in the language learning process. One recent theory of the social turn in second language education that is of relevance to ESL teaching is Complexity Theory (CT). In this article, we briefly explain how CT and the concept of affordance relate to the role of the teacher and the learners in the ESL classroom. We then discuss what teaching ESL through a CT lens inlvoves and argue that translanguaging as pedagogy can empower ESL learners and transform the ESL classroom into a more equitable and inclusive space.

Introduction
Second language education (SLE) has witnessed a significant shift in the past decades,  Continue Reading →

Categories:
Plurilingualism, Research, Theory, Uncategorised
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Teaching the pronunciation of Business English multiword terms and loans to adult speakers of Romance languages


Written by - Maximiliano E. Orlando, English Montreal School Board, Canada

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**For footnotes, please view the PDF.

Abstract
This article examines two features of the language of Business English, and it discusses teaching the pronunciation of these features in Business English courses or in General English courses in which Business English content is dealt with. Indeed, it refers to multi-word terms and loans, and it shows why teaching primary stress to adult speakers of French, Italian, Portuguese, or Spanish as a first language is linked to the former and why teaching English sounds to the same student population is related to the latter. This is done by referring to previous research in the case of loans and also by comparing the language of Business English with that of Business French,  Continue Reading →

Categories:
Business English, Pronunciation
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Corrective feedback in second language writing: From theory and research to practice


Written by - Mohammad Falhasiri & Fatemeh Hasiri, York University, Canada

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**For footnotes, please view the PDF.

Abstract
The aim of this paper is to discuss choices available to language practitioners in connection to corrective feedback in second language (L2) writing. Using the results of some empirical studies and prominent second language acquisition (SLA) theories on corrective feedback (CF), we will address the benefits and limitations of implicit and explicit feedback types, peer feedback and self-correction, reactive and proactive feedback, and finally focused and unfocused feedback. In each section, some practical recommendations are made to help L2 teachers better deal with CF in language learning classrooms.

SLA theories underpinning CF
Two theories that are widely used in L2 research on CF are Cognitive Approach and Sociocultural Theory (SCT).  Continue Reading →

Categories:
Assessment, Metacognition, Other, pedagogy, Research, Theory, Writing
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Idioms: The icing on the cake for advanced learners


Written by - Celine De Almeida, Canada

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**For footnotes, please view the PDF.

Abstract
This paper focuses on the problems that learners and teachers both face with idiom usage. The original submission was in part of the author’s Cambridge Diploma in Teaching English to Speakers of Other Languages Learning Skills Assignment for which it received a Merit, but it has been modified to serve a general teacher audience. This essay examines examples from several advanced level coursebooks and draws on the author’s personal experience of teaching multi-lingual classes in Canada and England, as well as exam-preparation courses in Italy to assess the value of teaching learners’ idioms. By identifying the problems that learners have with idiomatic language and analyzing different methods to help circumvent them,  Continue Reading →

Categories:
Language, Other, pedagogy, Reflection, Research, Review, Teaching, Vocabulary
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Developing critical thinking skills in the ESL classroom


Written by - By Alanna Carter, Ryerson University, Canada

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Abstract
This paper presents a discussion of the importance of developing the critical thinking skills of ESL students. Critical thinking skills are sometimes overlooked in the ESL classroom which is problematic given that ESL students need to be equipped with the skills and thinking strategies necessary to perform in academic and professional arenas. ESL teachers can foster critical thinking in supportive environments in their daily practice by including activities that require students to challenge the self and activities that require collaboration and creativity. Several classroom activities that encourage critical thinking are presented and discussed.

Defining ‘critical thinking’
Critical thinking is an important area of interest in education and stems back to the Greek philosophers, including Socrates,  Continue Reading →

Categories:
Research, Teaching, Uncategorised
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The complexity of recognizing the ABCs for English language learners: More than twenty-six sounds


Written by - Ricardo-Martín Marroquín, Redeemer University, Canada

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Abstract
The purpose of this article is to support English language learners in the early literacy stages of English through raising awareness of more than one sound that may exist (or not) on certain English characters (letters). Having a character acquire more than one sound could add a layer of difficulty in learning how to read in English. Additionally, this could also be seen when two letters are placed together. Learning and memorizing the phonetics of each character would evidently allow for one to learn how to read. However, as a teacher, being able to recognize these characters, and then teaching vocabulary intentionally (by highlighting these characters, and the construction of new sounds), would benefit the learner, and may even speed up the language acquisition process.  Continue Reading →

Categories:
Pronunciation, Speaking, Teaching, Training, Uncategorised
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Disrupting the English-only status quo: Using home language as a vital resource in the classroom


Written by - Kate Paterson, Western University, Canada

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Abstract
An extensive and growing body of research affirms the value of using students’ home language (L1) in both second language (L2) and content learning in the classroom. In spite of this, instructional policy and practice continue to operate as though English-only approaches are axiomatic and essentially common sense. This article appeals for action at the classroom and program levels to close the gap between research and practice in relation to the use of home language in learning. This shift aligns with a move toward rejecting deficit narratives that focus on what students are lacking rather than what they bring to the classroom. If we recognize that our students possess rich cultural and experiential funds of knowledge, we must also begin to value the language(s) in which that knowledge is encoded.  Continue Reading →

Categories:
culture, Curriculum, Other, Plurilingualism, Research, Teaching, Uncategorised
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Using explicit instruction in genre-based pedagogy in L2 writing: A personal insight


Written by - Umme Kulsum, Toronto Catholic District School Board and Seneca College, Canada

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Abstract
Explicit instruction technique helps to facilitate genre-based pedagogy in tertiary level L2 writing courses. This paper will focus more on pedagogical experiences rather than research and assessment perspectives. In the case of L2 teaching, explicit and implicit instruction techniques are not ‘either-or’ options, instead ‘but-also’ techniques for developing writing skills in L2. However, the decision of the focus on either of the method depends on the course context and the level of the students. This article will elaborate on how direct instruction helped in-course planning and student’s L2 writing strategy building. This paper will also highlight how using models minimized students’ knowing-doing gap, and finally, how teacher mediation and scaffolding created an opportunity for dialogue through feedback.  Continue Reading →

Categories:
Curriculum, Experiential, Other, pedagogy, Reflection, Writing
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Highlighting highlighters: A simple but effective ESL literacy teaching technique


Written by - Samantha Banks & Kate Sullivan, Hamilton-Wentworth Catholic District School Board, Canada

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Abstract
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 →

Categories:
Curriculum, LINC, Other, pedagogy, Reading, Research, Training, Uncategorised, Vocabulary, Writing
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Lexical list for EAP/ESP programs: Multiword sequences in computer science textbooks


Written by - Genan Hamad, Carleton University, Canada

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Abstract
Lexical Bundles (LBs) —defined by Wood (2015) as “combinations of three or more words which are identified in a corpus of natural language” (p. 45) —play a key role in the comprehension and construction of academic language (Biber & Barbieri, 2007). Despite their importance, LBs are weakly presented in second language (L2) materials (Wood & Appel, 2014). Studies show that L2 learners may misuse LBs in their production (Pérez-Llantada, 2014). With the aim of informing L2 pedagogy in the university context, this corpus study uses WordSmith Tools 6.0 (Scott, 2007) to identify 59 items that represent the most frequently occurring LBs in eight Computer Science introductory textbooks. Utilizing the functional taxonomy, suggested in Biber et al. (2004),  Continue Reading →

Categories:
corpus, Other, pedagogy, Uncategorised
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