Nobody gets a credit card and says, “I am going to live in a never-ending loop of debt,” yet the Bank of Canada reports that the average debt held by residents of Ontario as of March 2020, excluding mortgages, is $24,406.
When coronavirus hit, we all had to adjust. For many ESL teachers, this meant navigating uncharted territory – teaching online. Continue reading
I have been lucky enough to work with students from a myriad of cultures over the years. Had anyone asked me if I promote intercultural skills in my students, my response would be swift. Yes, of course!
After all, I have initiated plenty of culturally themed discussions, readings, presentations, digital narratives, and other activities. But after reading more about Intercultural Competence (IC) and, more specifically, Intercultural Communicative Competence (ICC), I realize that I am not going far enough.
What is ICC?
Intercultural Communicative Competence (ICC) derives from Intercultural Competence (IC). Both refer to the ability to interrelate with people from different cultures. According to Byram (as cited in Bickley, Rossiter, and Abbott, 2014), being interculturally competent means you can communicate effectively with people from diverse cultures in your own language. ICC, however, focuses on the “additional knowledge, skills, attitudes and abilities” to do so in a second or foreign language (p. 138). For EAP, obviously, this distinction is important.Continue reading
No matter what benchmark my students have in writing (I teach levels 5-7), almost all of them need to improve three things: run-on sentences/comma splices, punctuation (mostly commas) and the use of transition words.Continue reading
A Brief Introduction
In this blog entry, I will attempt to briefly describe the contents of a presentation my colleague Glenn Ewing and I shared at TESL Niagara on February 8, 2020.
Glenn and I have been interested in EAP Speaking rubrics for many years. Information shared here and during the presentation is based on our personal reflection, professional experience, education, and research. Our focus is mainly on EAP speaking rubrics for midterm assessment. We maintain that typical EAP speaking rubrics often present some flaws which make them ineffective for the learner. We attempt to explain some of the problems, propose some principles of rubric design, and finally, promote, as an alternative, student-centred, formative speaking rubrics.Continue reading
Welcome to the world of Covid-19 and online teaching! Do you like teaching this way? Is it working for you? Are your classes synchronous or asynchronous? At the University of Guelph, we’re using a combination of synchronous and asynchronous EAP classes. This means that every week I meet my class online at a set time while they are located in Guelph, in Korea, in Japan, and in China. These students have never met me or one another face-to-face. Is it ethical, therefore, for me to require them to turn on their video and show their face to the class?Continue reading
Ever feel like your paycheck disappears too quickly? Your pay or balance in your chequing account gets eaten up by bills and expenses, leaving no room for enjoyment. Maybe you decide to borrow money to purchase an item, or go on vacation, to only add to the debt you have. Sometimes we do this, and don’t even pay attention to the consequences.
The goal of this blog is to share some money tips which will help you, as an educator, to stay on track financially.Continue reading
Many teachers who have questioned portfolio-based language assessment (PBLA) have been wrongly described as “resistors” by PBLA administrators (for a discussion, see Desyatova, 2020). The students in my classes are not resistors: They are keen observers who have seen something that has not been raised before about the portfolio. In one particular class, my students have observed that the “culture of assessment” inherent in PBLA (Desyatova, 2020, p.11) has features reminiscent of their lives under rule by the former Soviet Union, Union of Soviet Socialist Republics (USSR).Continue reading
Since late March, many of our courses have been moved online, and synchronous sessions through Zoom have become a new part of our teaching lives. While testing various features offered by Zoom, I have realized that I really miss my classroom whiteboard, which was used for writing the agenda, teaching notes, upcoming coursework, classroom instructions, and conducting student interactive writing, editing, and speaking activities.
Although Zoom has a Whiteboard feature, I find it limiting, so I have replaced it with Google Docs. I have found this practice quite sustainable and a user-friendly approach to an online whiteboard. Here is how and why I combine Zoom and Google Docs.
- Sharing: I have created a Google Doc, named it “Whiteboard” and shared it with my students by placing its link on my Learning Management System (LMS). In every class, my students can click on the same link and find their class notes there.
- Organizing: I have organized my notes on the Google Doc by creating a table of contents, and the table of contents is organized by date of the class, list of planned activities, and by placing the newest notes at the top.
- Navigation: This way of content organization through a table of contents makes navigation absolutely efficient for both students and instructors.
- Agenda: My table of contents also plays the role of an agenda. As an instructor, I place my list of planned activities on the Doc right before the class starts just like when I used to step into my physical classroom welcoming early arrivers and writing my agenda. Now, my table of contents displays my agenda.
- Class Notes: Once the class starts on Zoom, and after I greet my students for a few minutes, I start teaching by sharing my screen and displaying my Google Doc “Whiteboard”. Since my list of activities has already been shared, I ask students to locate a certain activity. When I have my students’ attention on that activity, I can add more teaching notes to it, just as we used to utilize our whiteboards/ blackboards and share information.
- Interaction: Leading a more sedentary lifestyle at this time, it is now more important than ever to create an interactive learning environment for our students, who might be staring at screens for long hours every day. Therefore, for every assignment, I have a short teaching moment, and then ask my students to work on the activity.
- Watching: In the case of showing a video, I place the video link right in front of the planned activity, which has two benefits: It is quick for the instructor to locate the video link and play it right there, and it is already shared with my students for their own future reference.
- Reading: The same goes for sharing an article and having students read it. With Zoom’s Breakout Room feature, it is easy to place students in different groups to read and speak about an article. I can assign certain paragraphs to each group, or I can assign a different article to every group. Having all the links shared on one page for the whole semester makes navigating content a highly efficient practice. A little side note: I also use the Zoom’s chat box or the broadcast feature to share a quick spontaneous link or a message when conducting breakout rooms.
- Writing: In terms of writing, I can follow the same practice of assigning a page to a breakout room group, where students can write and edit their work. I am writing a whole blog post on writing and editing, coming up soon.
- Announcements: Finally, I share reminders, coursework due dates, and announcements right at the top of every class’s list of activities, which makes it easy for students to plan upcoming activities and assignments.
This combination of Zoom sessions with a consistent Google Doc link has been a well-received practice with my students. By placing your whole class on a Google Doc, teaching, learning, note sharing, and storing have become sustainable, organized, and efficient. I highly recommend it to all the educators out there who are trying to make their lives and their students’ lives easier, stay efficient, and make learning more accessible.
Ah, the public library – the place you perhaps went to as a child to sign out books so you could read and escape to new worlds in your imagination. But when was the last time you walked into your local public library as an educator (before social distancing)? And when did you realize the library offered more than just books? While there are some avid library users in the education field, there are still many who don’t recognize the underrated value the library has for the ESL community.Continue reading