In Part 1 of this two-part series, you were introduced to three of the TESL ON Board members who have completed one year of service. In Part 2, we dig deeper into their responses about their perspectives as Board members.
What have you learned from your fellow Board members in the last year?
Cecilia: Where do I start? Everyone is truly focused on the continued strengthening of the organization and to share their individual talents to make this happen. We have only Zoomed since I joined but I have felt welcomed from the very first time we met. New members are matched with a mentor who we can call on anytime and that’s reflective of the spirit of collaboration that exists within the Board and our organization as a whole. David Hezell, past Chair and treasurer, became my mentor and that helped me to transition to my current role as treasurer.
The Blog Team had the opportunity to interview three TESL Ontario Board members who were appointed one year ago. Following is Part 1 of a two-part blog series in which the members reflect upon their experiences thus far. Part 2 will be posted Wednesday, January 5.
Board Cohort 2020-2023 – Member Bios
Cecilia Aponte-de-Hanna, M.A, OCELT, OCT
Cecilia continues to be a very active member of TESL Ontario. Her commitment to second language education along with her experience and skill set led her to her current role as a TESL Ontario Board Member and most recently Board treasurer.
If you google the meaning of “mentorship”, you can find the literal meaning in the dictionary. According to Merriam-Webster, mentorship means “the influence, guidance, or direction given by a mentor” (n.d.). But what does this mean in practice? Why is having a mentor important? This article discusses the importance of mentorship at work, how to find a mentor, and how to maintain a healthy and successful mentorship.
If you’re a Twitter user, join the next #CdnELTchat on Tuesday, March 30, when our topic will be: Teaching and Learning Vocabulary. Below is a recap of the March 16 chat written by #CdnELTchat moderator Bonnie Nicholas.
A little over a year ago, on March 11, 2020, our lives were upended when the WHO declared COVID-19 a global pandemic. Most schools and learning institutions in Canada closed to in-person learning soon afterwards, and many of us found ourselves teaching online classes for the first time. As we left our workplaces, I suspect few of us thought that we would still be in the midst of the pandemic a year later.
As an English as an Additional Language (EAL) teacher, I think I have a responsibility to remind my students of the incredible job they have done as additional/foreign language learners. I think as teachers we sometimes forget the challenges our students are going through! This letter is to all additional language learners, wherever they are.
Dear EAL learners,
I acknowledge you. I admire you. I celebrate you! You’ve already done an incredible job. Whether you are at the beginning level, where your journey has just started, or you have been in this for quite a while, you are amazing and here is why.
If you’re a Twitter user, join the next #CdnELTchat on Tuesday, February 9, when our topic will be: What should we keep doing in #ELT? Below is a recap of the January 26 chat written by #CdnELTchat moderator Jennifer Chow.
Whether we were ready or not, since last spring COVID-19 has forced almost all of us to become online teachers. For many of us working in ELT, the move to online teaching was a giant leap out of our comfort zone. As the pandemic enters its second year and mostly-online teaching and learning continues, we have an opportunity to think critically about our practices and to reflect on what we should maybe leave behind. This was the theme for the January 26 #CdnELTchat; the follow-up chat is on what we should keep going forward.
If you’re a Twitter user, join the next #CdnELTchat on Tuesday, January 12, on Hopes, Goals, and Priorities in 2021. Below is a recap of the December 8 chat written by #CdnELTchat moderator Bonnie Nicholas.
Language ego is a real phenomenon. A concept coined by Guiora (Brown, 2000) “language ego” is a learner’s second identity as they come to see themselves picking up a second language. One of the most vitally important responsibilities of an ESL teacher is to ensure that students’ language ego is well protected.
Conventionally, in physical classrooms, due to the existence of face-to-face communication, learners might experience more fragility and defenselessness with their peers. I have personally experienced the sheer fear and anxiety that the physical interaction and presence of others with their eyes placed all on one person can create. However, through online platforms of teaching and learning, I have noticed that learners feel safer and more secure about their language ego, and I have seen improvements in learning.
If you’re a Twitter user, join the next #CdnELTchat on Tuesday, December 8 with Tanya Cowie co-moderating a chat on intersectionality. Below is a recap of the November 10 chat written by #CdnELTchat moderator Jennifer Chow.
As a TESL Ontario guest blogger and ESL teacher, I was excited to attend the TESL Ontario 48th Annual Virtual Conference held November 5-7. Called Resilience: Re-envisioning Language Education Together, the conference was held online using PheedLoop.