Write, Share, Edit, & Post: An Active Teaching Approach in the EAP Class

How can college writing classes turn into an active learning environment?

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In my writing classes, I try to provide my students with various opportunities to read, write, and receive feedback.  One challenge, however, is when students are asked to write individually; they might not be motivated enough to work on their own.  On the other hand, when assigning an activity to a group, there is often one student who seems to be working on the activity while the other students don’t get as involved as required.

I believe writing is a complicated topic to teach and asking students to produce written work can be a challenging process. To address these individual and group challenges, I have come up with a neat strategy that I would love to share with the rest of the educators dealing with similar challenges.

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Let It Snow: My Students’ First Time Seeing Snow

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It was a cold day in January, 2017. I was standing in front of a class of about twenty students from Panama who had come to Canada as part of the Panama Bilingue Program. I was trudging my way through my lesson, clicking through slide after slide of my rigorously-prepared Power Point presentation, when suddenly something happened that changed my outlook on teaching ESL forever: it started snowing.

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From an ESL Learner to a Teacher

Conceptual hand writing showing Be With Those Who Help Your Being. Business photo text Surround yourself of motivating showing Color Graduation Hat with Tassel 3D Academic cap on Books.
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I came to Canada as an immigrant from Bosnia – a war-torn country – which, to this day, is difficult to return to when I want to visit family. Not only do I remember things no child should, but physical remnants remain at every corner of the country itself. My family was one of those that escaped with a random truck driver in hopes of getting out and not being denied entry into Croatia, which was safe.

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Rethinking How We Teach Pronunciation

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When I teach pronunciation, a feeling of unease claws at my chest. I scan the expectant faces from Iran, Turkey, Vietnam, Kazakhstan, China, Korea, Columbia and Cameroon. How do I respond to the needs of such an internationally diverse group?

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Encouraging reflective practice for ourselves and our students

#CdnELTchat summary for June 25, 2019 by Bonnie Nicholas

Reflective practice word cloud
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A small but mighty group of ELT gathered on Twitter on the last Tuesday in June to reflect and discuss questions around reflective practice. These are the questions that guided our discussion:

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Caring About Students: A Lesson About Stress

Introduction: Caring is the First Step

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For years, I have been fascinated with the work of Nel Noddings and her themes on care. In one of her (2010) articles, she presses educators to become role models who shape healthy and caring students. The students in my class were feeling stressed and overwhelmed by being constantly assessed on their performance, so I decided to create a set of lessons on the theme of stress. These lessons were prepared for a high-intermediate level and each day represents a period of 50 minutes.

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Good Practice in teaching vocabulary

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If you’re on Twitter, join the next #CdnELTchat on Tuesday, June 25th. Here is a summary of the June 4th chat compiled by Bonnie Nicholas

On June 4, 2019, the #CdnELTchat community brought their best and briefest words to talk about good practice in teaching vocabulary. We chose good practice over best practice because what is best can change and can depend on context. Agree? Disagree? Tweet your comments using the #CdnELTchat hashtag.

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On Assignment (An ESL Interview)

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I recently completed an assignment as part of an interview process for an ESL teaching position. This is the first time I was asked to do something like this and I enjoyed completing the assignment immensely because it put my teaching to good use and also demonstrated my abilities. It really gave me a chance to shine.

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