One way to promote student engagement is by providing students with real-world hands-on learning experiences. An excellent way to do this is through student-produced video projects.
2008, Mary Anne Peters, Julianne Burgess, Elizabeth Sadler, and Zachary Arlow
created the LINC for Youth Photography Project and LINC for Youth Video Project
at Mohawk College to help newcomer youth learn English in a
collaborative environment. The foundation of these unique classes is grounded
in multiliteracies theory, youth culture, and technology. At the College, I teach in LINC Youth Video Project (LYVP) with
my teaching partner, Emily Imbrogno, and media technician, Zachary Arlow. LYVP
is targeted to newcomers ages 18-25, with Canadian Language Benchmarks 4-5. LYVP
has students create video projects on topics connected to newcomer youth
experiences and interests.
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).
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
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.
When I was a student in elementary school, I used to love
“story time.” Some of my earliest and fondest memories as a child were sitting
around in a circle and having the teacher read stories to the class. I’ll never
forget the time my Kindergarten teacher cried while reading us “Love You
Forever” by Robert Munsch. Stories are powerful. Story time was the best!
I love stories, whether they be novels, movies, or a friend’s
adventure. So, naturally, as a teacher I like using stories in my classes.
Here are a few examples of how I have used stories as an ESL
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.
How can college writing classes turn
into an active learning environment?
In my writing classes, I try to provide
my students with various opportunities to read, write, and receive
feedback. One challenge, however, is
when students are asked to write individually; they might not be motivated
enough to work on their own. On the
other hand, when assigning an activity to a group, there is often one student who
seems to be working on the activity while the other students don’t get as
involved as required.
I believe writing is a complicated topic
to teach and asking students to produce written work can be a challenging process.
To address these individual and group challenges, I have come up with a neat
strategy that I would love to share with the rest of the educators dealing with