TESL Ontario’s Magazine for Language Teachers
Generative derailments: Collaborative curriculum design with older adult language and literacy learners
For visuals, download the PDF.
Tension is central to teaching. All the same, I somehow always feel surprised when my lesson plans come off the rails, failure haunting me as I try to understand what went wrong. As an adult literacy and language teacher, my curriculum development process has often felt similar to the halting, meandering progress of…
Individualized program plans for adult ESL literacy learners
*For all footnotes, refer to the PDF version of the article.
Abstract
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…
Creative assignments to help students connect English to the outside world and build confidence
Abstract
Instructors at the Real Institute’s ESL Foundation Program are continuously working on designing assignments that allow their students to practice the language skills taught in class while at the same time engaging with technology and connecting with life outside of the classroom. Through careful consideration and research, two assignments were designed and successfully achieved these…
Towards a Pedagogy for Reconciliation–Indigenization: What it is and Why it Belongs in the ESL Classroom
“Challenge is an integral part of transformative experience”; I came across this line in “Unsettling Faculty Minds: A Faculty Learning Community on Indigenization” (Yeo et al., 2019, p. 38). It resonated with me because this has been true in my life. Challenge usually precedes and instigates change, whether that change is internal or external. However, despite the…
