Tag Archives: genre-based

A genre-Based approach to implementing PBLA in LINC classrooms


Written by - Bruno Drighetti, Canada

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Introduction

The Portfolio-Based Language Assessment (PBLA) approach was introduced into English as a Second Language (ESL) classes in Canada in 2010. It serves as a teaching and assessment framework that standardizes the quality and methodology of language instruction and assessment for adult newcomers to Canada. While some instructors perceive PBLA as a positive approach, associating it with an improved understanding of the Canadian Language Benchmarks (CLB) and more accurate evidence of students’ strengths and weaknesses, others regard it as a cause for increased workload and a need for continuous training (Ripley, 2012).

To organize their LINC (Language Instruction for Newcomers to Canada) lessons in accordance with PBLA expectations, instructors often integrate PBLA with complementary methods,  Continue Reading →

Categories:
LINC, PBLA
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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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