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.
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).
Noticing theory in the
context of cognitive linguistics seems to offer an interesting insight into the
processes accompanying second language acquisition focusing on the problems of
attention, awareness and memory. “Noticing” – despite disagreements in defining
the term – seems to function as a gateway into these processes in Richard
Schmidt’s (1995) deliberations. An ESL instructor “in the field,” might have burning
questions such as these: How is noticing initiated? Is it totally subjective
and personalized, or does it have some regularities that could be exploited in
the classroom? If the latter is true, then what are the stimulants? How can one
effectively manage the process of transforming “comprehensible input” into
Since Extensive Reading (ER) is a crucial part of language
learning, I have compiled some important ER resources to help you promote ER in
your classroom. ER can build learners’ confidence, enjoyment and autonomy.
I often think of my classroom, in which I teach advanced English learners, as a laboratory. The analogy seems appropriate since both parties – students and I – are involved in some intense and sometimes experimental brain manipulations. Often by design, but also incidentally. Sometimes stemming from theoretical reflection, often just from common sense and intuition.
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.
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).
standard protocol for presenting at TESL conferences in Canada is that the
presenter receives an honorarium and a card expressing thanks from the
organizing committee. It’s a nice gesture and I always appreciate
I received a unique gift for presenting at the TEAM conference in Winnipeg,
Manitoba. It was a beautiful bag,
handmade by Angela of the One Nation Exchange (O.N.E.). I was moved to learn more about O.N.E. and
how this bag came to be.
In 2018, after some 37 years in the TESL field, I joined the TESL Ontario Board. This is the ideal volunteer challenge for me at this point in my life. I am keen to do what I can to contribute to the health of the organization and, most importantly, to the ongoing professionalization of TESL. Throughout the life of a teacher, you gain perspective as your career progresses and at one point you realize that you are ready to pitch in and give some time to the profession at large.