Infographics are a contemporary means of transmitting information on media platforms. They appear as printed or digital infographic displays at hospitals, airports, shopping malls and more, and deliver complex information in a visually concise format. The first infographics I remember were positioned in the corners of the USA Today newspaper. They drew my eyes towards them and informed me about trends, recent events or celebrities in many sections of the newspaper.
Despite the wealth of
research that purports the benefits of a cross-linguistic approach, many
learners and teachers are operating in an environment where the L1 is used with
trepidation and as a last resort if it is used at all. Why is it that teachers
and learners are hesitant to take cross-linguistic and multilingual approaches
on board, despite the value of these tools for language learning?
Can you feel spring in the air? I sure can! If you are like me, you
probably cannot wait to be basking in the warm sunlight. As spring approaches
and the sun starts to warm us up, it is important to consider how we can enjoy
the warmth and stay sun safe as well.
Does grammar make you nervous? Do you wonder if you know enough to be able to help your students with their grammar? Let’s take pronouns, for example. Can you explain when to use who or whom? You and I or You and me? You can Google these issues fairly easily and find helpful explanations, or you can find good ESL grammar exercises and worksheets online, or you can use a good textbook.
The bigger question is what grammar should we teach?
Last week, I read over my students’ poems and was reminded how much I love my job. As teachers, we need to savour these pleasures and summon them during the more tedious moments. My students, mostly from Asia, are in a year-long EAP foundation program at Ryerson University. I asked them to write a poem based on “Where I Am From,” by George Ella Lyon.
scholastic objective was to get my students to explore their identities, but my
personal objective was to learn more about
their families, their ambitions, their countries…their lives. In class, we went
through the author’s life, stanza by stanza. We examined the details, the
imagery, and the metaphors. Then my students went home and wrote their own
I get asked this question a few times every year. My answer is always the same, “We don’t have one”. It’s true, we don’t have one. We have the Curriculum Guidelines, a badly named book that provides class activities of varying quality for different CLB levels. We also have CLB criteria for assessments, and, of course, PBLA, another assessment tool, but nothing to tell us how to achieve these outcomes such as what grammar to teach or what pronunciation to focus on at specific levels. That would be really helpful, especially if you are a new teacher or switching levels.
The role of critical reflection is very important in action-based
approaches to problem solving. Reflecting allows us, as researchers and
educators, to think about what can be done after an observation of a particular
method and how action can be taken to fix or alter the process of the method to
make it more effective. “Being able to explain what you are doing and why you
are doing it also enables you to be clear about its significance for your
field, which is important when it comes to saying why your research should be
believed and taken seriously by others, especially peers” (McNiff, 2011, p.
Do you ever teach CLB 5 narrative paragraph writing? Do your students usually write something with pencil on paper that they later discard? Have you ever thought of using Storybird to engage and enhance writing skills or create a class anthology of stories?
Why is it important for our higher education learners to receive positive reinforcement? Do adult learners have this need? In what ways can instructors provide their adult learners with positive reinforcement?
Sharp (2011) lays it down beautifully, explaining that as we grow up we receive incentives, prices, stickers, and encouragement for the most mundane actions such as making our beds. However, as we grow and become more self-motivated, the amount of positive reinforcement declines exponentially by the time we pursue higher education.