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 “noticed intake”?Continue reading
At the recent TESL Toronto’s T4T mini conference at York University, I was inspired to take 4C integration into my instruction to a new level. Specifically, I was spurred on by James Papple and Tabitha Lewis’s session called Connections to Learning through Makerspaces. They provided a myriad of potential activities that extend and enhance learning beyond what is expected in a language learning class. Tabitha and Jim highlighted resources that are available through the Brock University’s Makerspace room.
In Brock’s Makerspace, learning opportunities include tools to create high quality audio, shoot and edit digital video, create and edit images, print 3D models, create moving LEGO structures, scan objects into digital 3D models, cut materials with lasers, interact with virtual reality, record video against a green screen, control a Sphere ball with a smartphone app, build robots, paint 3D objects, and more.Continue reading
What does being a skillful teacher mean to you? Is it the same as or similar to being a powerful teacher? Are there any expectations inherent in unravelling any difference between these two perceptions?
Stephen Brookfield, a scholar in adult education, is someone I look up to because his focus is on helping adults learn how to critically think about internalized ideologies. He believes that we teach to change the world and that being a sincere and reflective educator can be complex but that we need to be aware of those complexities in order to learn and empower our students (Brookfield, 2015). I have always enjoyed learning about his perspective and determining how I can use it in my teaching techniques.Continue reading
#CdnELTchat Summary for February 11, 2020
by Bonnie Nicholas
If you’re on Twitter, join the next #CdnELTchat on Tuesday, February 25 – on the topic of Practical Gamification in the Classroom with Cindy Liebel. You can access the #CdnELTChat Padlet at this link: Questions and Topics for #CdnELTchat. Below is a recap of the February 11 chat.Continue reading
If you’re on Twitter, join the next #CdnELTchat on Tuesday, January 28 – on the topic of Authentic Listening Materials. You can access the #CdnELTChat padlet here. Below is a recap of the January 14 chat.
By Bonnie Nicholas
While I was starting to work on this summary, this quote by Maya Angelou popped up in my Twitter feed:
Do the best you can until you know better. Then when you know better, do better.Continue reading
By Bonnie Nicholas
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 (@seburnt) 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.Continue reading
by Bonnie Nicholas
On November 5, 2019, the #CdnELTchat team was happy to welcome Sandhya Ghai (@GhaiSandhya) of Mosaic BC (@mosaicbc) as our guest moderator for a discussion of Intercultural Fluency in the LINC Classroom. This chat was a follow-up to Sandhya’s Tutela webinar on the same topic. (Tutela members can log in to view the recorded webinar.) Thanks to Diane Ramanathan (@ramdiane), Tutela Community Coordinator, for facilitating this partnership between Tutela and #CdnELTchat.Continue reading
When you hear a newscaster say, “The hurricane has WENT from Hawaii to Osaka overnight,” perhaps, like me, you yell, “That’s GONE from Hawaii, you knucklehead!” Nevertheless, you have understood that knucklehead perfectly despite the grammatical error. There is no ambiguity in his meaning.Continue reading
Are you interested in an authentic, integrated-skills activity that can be adapted to any level, incorporated into any theme, and prepared in less than 10 minutes?
The activity is storytelling and it’s a universal feature of all human cultures.Continue reading
Does grammar make you nervous? Do you wonder if you know enough to be able to help your students with their grammar? Let’s take pronouns, for example. Can you explain when to use who or whom? You and I or You and me? You can Google these issues fairly easily and find helpful explanations, or you can find good ESL grammar exercises and worksheets online, or you can use a good textbook.
The bigger question is what grammar should we teach?Continue reading