If you’re on Twitter, join the next #CdnELTchat on Tuesday, February 25 – on the topic of Practical Gamification in the Classroom with Cindy Liebel. You can access the #CdnELTChat Padlet at this link: Questions and Topics for #CdnELTchat. Below is a recap of the February 11 chat.
I’m looking forward to the summer
months. Even though there’s still snow on the ground, I recall my adventures teaching
ESL at a children’s summer camp. I learned a lot, as I do every year. I enjoyed
adapting existing material and creating my own instead of working strictly from
a textbook. It was challenging and time consuming, but I would argue better, more
student-centered, and fun.
Happy 75th to #CdnELTchat! When Nathan Hall (@nathanghall)
and Svetlana Lupasco (@StanzaSL) started #CdnELTchat (also known as
#LINCchat) in 2015, I taught evenings as a LINC instructor, and I had been
feeling a bit isolated at the time. #CdnELTchat gave me a chance to connect
with other Canadian ELT educators. I feel very fortunate to have the
opportunity to be a part of the #CdnELTchat team and community of practice.
~A rose by any other name would smell
as sweet. But would it, really?
My name, Jennifer, comes from the Welsh Gwenhwyfar. It means “white wave” or “fair lady.” Although I don’t see myself as a “lady,” I do like the rhythmic majesty of “wave.” The tumbling, repetitive motion of it. But if it weren’t for the research I did, I wouldn’t have a clue what my name means. My parents certainly didn’t put much thought into it; they just liked it. Indeed, according to Ye Chongguang, “Chinese names are often chosen for their meaning, but English names are chosen for their sounds” (Lee, 2001).
Was your New Year’s resolution this year to do more
professional development? Connect with like-minded, dedicated educators? Add
more tools to your teacher’s toolbox? Well, mark your calendars for these
If you’re on Twitter, join the next #CdnELTchat on Tuesday, January 28 – on the topic of Authentic Listening Materials. You can access the #CdnELTChat padlet here. Below is a recap of the January 14 chat.
By Bonnie Nicholas
While I was starting to work on this summary, this quote by Maya Angelou popped up in my Twitter feed:
Do the best you can until you know better. Then when you know better, do better.
Why is extensive reading important for
language learning? And how can students be motivated to read for pleasure?
As an international student and immigrant, I
know how difficult it is to read extensively in English. Diverse backgrounds
and school experiences can create different profiles of reading strengths and
needs. As an experienced
EAP/ESL/EFL instructor, I did a case study about Extensive Reading (ER) for my
MA, and I learned things I wished I had known much earlier! Now I would like to
share that knowledge with other instructors because ER touches every skill we
teach (Reading, Writing, Grammar, Speaking and Listening).
Teaching communication skills to internationally trained professional students has been one of the most rewarding experiences of my teaching career. My students have years of experience and vast knowledge in their areas of expertise, yet when it comes to communicating the simplest thoughts and ideas, they often seem to be challenged; confidence and language barriers could be the two biggest reasons behind this challenge.
curriculum that I teach requires students to present only twice over the span
of 4 months. This semester, however, I have started providing my students with
more opportunities to present without making it an official presentation task.
I have named this approach “Reading & Presenting Circles.” The results have
been stellar, so I thought I should share the approach with my TESL Blog
community. The class I have implemented the Reading and Presenting Circle
approach in is 18 weeks, and I meet my students twice a week.
the end of day and I have just finished writing an email update to my teaching
partner about what students did in class. I have a sense of relief that I made
it through the day, while at the same time I’m glad about what we have accomplished.
I’m also delighted that I have someone to share my experiences with who knows
the students, the content, and the design of the class. Team teaching works for