This year at the TESL ON conference, Asmaa Cober, Sanctuary Refugee Health Centre, will be one of our Keynote Speakers. The following blog post was written by Asmaa. Here she gives you a synopsis of her keynote address:
Learning never happens in a vacuum — people bring all of their experiences with them to the classroom. Newcomers (and refugees in particular) have a life history — experiences that greatly affect their ability to learn. We will explore some of the types of experiences that refugees bring with them to the classroom. Continue reading →
My husband and I laugh together a lot. I cannot imagine being with someone who does not share a sense of humour. However, I know many couples who do not have the same sense of humour. One of my mother-in-law’s first dates with her future husband involved seeing a Laurel and Hardy movie during which he laughed loudly. She thought he was an idiot but went on to marry him. Obviously, we don’t always laugh at the same things. This becomes quite apparent when you teach a second language class. Continue reading →
“The real voyage of discovery consists, not in seeking new landscapes, but in having new eyes.” M. Proust
Travel is not new to me. Travel as a newly minted ESL teacher is.
I am in the middle of a month-long TESL internship in Poland, arranged through Algonquin College, as an optional extension to the TESL Program. Though culturally quite similar to Canada, I am plunked in a community where I do not speak or read the language. Continue reading →
The topic for this post has been on my mind for a while. It is more of a question arising out of my experience with multi-modal text, specifically students’ work when transducing words to image. Perhaps you can help me answer the question:
Whose images should students be required to produce when asked to analyze the author’s writing: The visualization of what they read or what the author intended?
I ask because I have found that controlling what students visualize while reading might be just as controversial as asking students to think in English. Continue reading →
Have you ever explained a task to your students, checked to make sure they understood, and then let them go to work – only to realize as they stared blankly at their work, that they actually didn’t understand? In my first years of teaching, I was so puzzled by students telling me they understood when they clearly didn’t. Even when I would ask directly, “Do you understand?” the answer I was given was often “Yes, teacher” before it became clear that the opposite was true. This was frustrating! It seemed so obvious Continue reading →
This blog isn’t really about being thankful… unless you are thankful for a few ideas that you can use this week to teach about Thanksgiving. Are you tired of the same old worksheets that you use year after year? Are you looking for something different? Here I want to offer some (hopefully) fresh ideas that you can consider using in your classroom. Also, please share any ideas that you love to use in the comment section below. So, let’s freshen up our Thanksgiving activity repertoire. Continue reading →
Shavitt, Torelli, and Riemer (2010) distinguish between vertical culture, which emphasizes hierarchy and horizontal culture, which values equality. According to them, individuals who come from vertical- individualist cultures (e.g., the US, the UK, France) focus on how to improve their status, hence the emphasis on competition, achievement, and power which allow them to stand out. People who belong to horizontal- individualist cultures (e.g., Denmark, Norway, Australia) Continue reading →