Category Archives: Academic

Preparing Great Grammar and Pronunciation Lessons

Image source: bigstockphoto.com

We all want our teaching to be interesting and effective.  I regularly reflect on my teaching practice, and try to consider each of the following aspects of lesson planning*, particularly for grammar and pronunciation lessons. Let me share some tips that help me improve my lessons, and perhaps you will find an idea you could use.

Presenting the point

First, remind yourself of the scope of the lesson; know the needs and abilities of your students, and the time frame and focus of your class session.  Aim not to overwhelm your class with too much information, but also not to under-interest your students with too little challenge. Continue reading

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Focusing on Bring Your Own Device – or B.Y.O.D. – Resources

image source: John Allan

At my current institution, I’ve been working with teachers, administrators and students trying to integrate technology into classroom learning.  This blended learning approach expectation has led to some frustration. There have been so many promising tools,
ideas, and toys that have not met our requirements. On the positive side, we have been lucky enough to experiment with ample resources to try out a variety of edtech tools and techniques. Continue reading

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The Translingual Approach – Agree but…

Image source: bigstockphoto.com
Image source: bigstockphoto.com

I am trying to fully understand the translingual approach – specifically how it aligns with English for academic purposes (EAP) or the much needed skill of clear, concise written communication. The idea is great, but how do we go about it?

Horner, Lu, Royster, and Trimbur (2011) propose a translingual approach for dealing with student writing in academia.
Although I agree with most of the underpinnings behind the new approach, I am not so sure how they envision it. I agree with many of their ideas, but…

Agree

I agree that students’ right to use their language (English and otherwise) should be respected.  I also agree with the authors’ opposition to the monolingual “view that varieties of English other than those recognized as ‘standards’ are defective” (305). Varieties of English, they explain, include what monolinguals Continue reading

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