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).
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
Teaching techniques have been expanding and unfolding with
ever-evolving paradigms that make the teaching profession demanding, and, at
times, it can be difficult to maintain your passion for teaching. Drawing from
my own experiences of teaching for the past ten years, I have compiled a list
of ways to help you keep the passion in your teaching.
The #CdnELTchat team hosted a fast-paced chat
on November 19; the topic was Out & About:
LGBTQIA2+ Learners & Teachers. We were thrilled to welcome Tyson Seburn
as our guest moderator for this chat, and we thank him for sharing his
expertise and insights. Participants discussed questions under the headings of
barriers, key points, teaching, materials, support, and change.
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.
Do you feel uncomfortable when you visit a new place? I imagine how our
students feel when they arrive to Canada. Not only are they here to learn
English, but they’re also here to adapt to an unfamiliar culture.
Speaking from experience as a current ESL teacher and a former ESL
learner, I thought I’d compile a short list of the top five ways that teachers
can support their learners in their transition to help them adjust and become
confident and effective learners.
Bringing the L1 into the
EFL classroom does not need to be an overhaul of current practice in the
classroom, nor does it need to be applied to each and every classroom activity.
It is something that can be applied strategically and with intent at the
teacher’s discretion. The point is not to create a new method, but to
understand that cross-linguistic awareness is one of many useful teaching/learning
techniques that are available to us as language teachers.
blossoms are out! It’s spring and finally warm enough to ride my bike to
work. I do my best thinking on that
bike. With a new semester starting, I find myself reflecting on the semester
gone by. Peddling on cold, rainy days tends
to cause me to remember my failures, but on warm, sunny mornings, I recall my
successes. For 16 years I have been teaching
university prep writing, grammar, reading, speaking, and listening to students
from around the world.
Despite the wealth of
research that purports the benefits of a cross-linguistic approach, many
learners and teachers are operating in an environment where the L1 is used with
trepidation and as a last resort if it is used at all. Why is it that teachers
and learners are hesitant to take cross-linguistic and multilingual approaches
on board, despite the value of these tools for language learning?