I find myself asking this question often, but in all seriousness, where has the time gone? Continue reading
To function or not to function? That is the question. Have you ever been faced with a 36-hour business English intensive course that aims to bring beginner-level students to a “functional” level of fluency in a work-place setting? Do you think this type of course can be successful in developing “functional” fluency? I think not. Continue reading
I am trying to fully understand the translingual approach – specifically how it aligns with English for academic purposes (EAP) or the much needed skill of clear, concise written communication. The idea is great, but how do we go about it?
Horner, Lu, Royster, and Trimbur (2011) propose a translingual approach for dealing with student writing in academia. Continue reading
Hey now, TESL Ontarians! Have you ever found yourself concerned that your students may leave your class/course without a solid foundation for long-term development of their writing? Perhaps they have managed to write an argumentative essay or reflective essay in your class, but you wonder what you could do to better help them achieve the feat again in the future? Continue reading
While many of you may already be going into your 2nd or 3rd week of classes, we wanted to share some ideas to get over those first day jitters that so many new instructors and students may be feeling. For more ideas on get-to-know activities, please click on the link to read Cecilia’s blog posted previously: Get-to-know activities in the language classroom
I don’t know about you, but I find the first days of class can be a little scary, yet exciting at the same time. Students probably wonder what the teacher will be like and how they will fit in with the other students. Thoughts such as, “Will everybody be at my level of English?” or “I hope I’m not at the bottom of the class!” are likely common.
But what about us – the instructors? Continue reading
There are a plethora of videos available to instructors and many are excellent tools to use in the classroom. When learners watch a video in the ESL classroom, it can transform a subtle point of language instruction from abstract to concrete. Continue reading
Have you participated in one of TESL Ontario’s webinars? Have you viewed a recording of a webinar? Have you just been waiting for a topic that reflects your PD needs? Let your voice be heard through TESL Ontario’s Webinar Survey!
The survey will take approximately 10 minutes, and it’s time worth spent! The TESL Ontario’s Webinar team works hard at developing a high-quality PD format for our members.
Please support this amazing program that not many other professional regulatory bodies offer! You have until Friday September 16, 2016 to complete the survey.
While working on ESP books for a technical program, I found that QR codes were a great solution to add quick links to additional resources. These resources included interactive activities, worksheets, images, videos, animations, graphs and further readings. I am not the first person to think of using QR codes for educational purposes. Links to fantastic resources providing a myriad of uses of QR codes for educators can be found in the additional resources section below. I am offering a few simple practices that you might consider to improve access to resources in your classroom, on your class website, or in your instructional documents.
What is a QR code?
No matter what language you speak, music has a universal tongue, wouldn’t you agree? Its power in bringing people together, no matter what language they speak, is priceless. So, if music has the ability to unite us, why not use it in the classroom to help your students learn English?
I have my kids to thank for inspiring this post, partly due to their love of watching Daniel Tiger’s Neighbourhood every day. You find inspiration everywhere. Continue reading
Do you have students who never do their homework? Are you tired of presenting topics only to have less than half the class actually care? Is it a challenge to get students to practice English when not in class? Do you find them usually unprepared for class? Do you hear a collective ‘sigh’ when you say the term “oral presentation”? Don’t fret! All of these problems disappear when you flip your class! Continue reading