TESL Ontario’s Magazine for Language Teachers
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…
Teaching in COVID-19 Times: Challenges, innovations, solutions, and opportunities
*For more information on Figures, refer to the PDF version of the article.
Abstract
Based on the research we presented at the TESL Ontario Conference in November 2020, we examine here the challenges, innovations, solutions, and opportunities in education that have grown out of the sudden disruption and constraints due to COVID-19. We first set the…
Action Research as a Praxis for Transformative Teaching Practice in ELT Classrooms
Abstract
This paper is to illuminate how action research can be used as a praxis to shape teaching as a constant transformative practice in English language teaching (ELT). I will offer a synthesis on what action research is, how professionals have used it in practice, and why action research is a vigorous and enlightening tool for ELT…
Language teachers’ knowledge and practice of metacognition
Abstract
Language learners’ (L2) knowledge about their own learning (also known as metacognitive knowledge) enhances with learners’ acquisition of metacognitive skills and successful applications of metacognitive strategies. In these contexts, L2 teachers’ knowledge about teaching is quite opposite to “abstract, decontextualized” knowledge, which results in executing “a set of discrete behaviour” (Freeman & Johnson, 1996, p. 400).…
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…
