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.
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.
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
Do you use rubrics to support
self-assessment, peer-assessment, and skill assessment? Do you create a
separate rubric for each assignment? Do your rubrics look more like checklists?
Are your rubrics really assessing skills or simply the ability to follow
assignment instructions? Have you ever thought of using one common
skill-specific rubric for all related assignments?
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.
post-secondary, students are often required to work on culminating projects comprised
of various assignments submitted at different deadlines throughout the term. My
teaching partner and I wanted to bring the experience of a post-secondary
culminating project into our classroom, but in a way that was both manageable
and meaningful to our LINC students.
When doing major projects, my teaching partner
and I are always looking for ways to optimize Portfolio-Based Language
Assessment (PBLA) for all four skills (listening, speaking, reading, and
writing). As we focus on teaching our students English to prepare them for
post-secondary education and the workplace, we find ourselves utilizing creative
ways to incorporate PBLA with scaffolded learning. Thus, we came up with the
idea of a cereal box book report.
The ten to fifteen minutes at the beginning
of an ESL class are so valuable to both teachers and students. That is the time
when students are fresh and eager to learn. I would go so far as to say that
students may even be optimistic and excited about what they are about to do (at
least that’s how I like to view the students in that part of the class). In the
spirit of that optimism, the warm-up is a great tool to increase students’
confidence, show them what they know and what they need to work on, and give
the teacher a clear understanding of where the class needs to go that day.