I recently created an online listening and speaking module about music. The idea came to mind as a way to make online learning fun, interesting, and engaging for students.
The module was broken down into four weekly sessions and accessed by students via Canvas, Padlet, Zoom, PowerPoint, Word, voice recording apps, and email.
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I have been lucky enough to work with students from a myriad of cultures over the years. Had anyone asked me if I promote intercultural skills in my students, my response would be swift. Yes, of course!
After all, I have initiated plenty of culturally themed discussions, readings, presentations, digital narratives, and other activities. But after reading more about Intercultural Competence (IC) and, more specifically, Intercultural Communicative Competence (ICC), I realize that I am not going far enough.
Intercultural Communicative Competence (ICC) derives from Intercultural Competence (IC). Both refer to the ability to interrelate with people from different cultures. According to Byram (as cited in Bickley, Rossiter, and Abbott, 2014), being interculturally competent means you can communicate effectively with people from diverse cultures in your own language. ICC, however, focuses on the “additional knowledge, skills, attitudes and abilities” to do so in a second or foreign language (p. 138). For EAP, obviously, this distinction is important.
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Many teachers who have questioned portfolio-based language assessment (PBLA) have been wrongly described as “resistors” by PBLA administrators (for a discussion, see Desyatova, 2020). The students in my classes are not resistors: They are keen observers who have seen something that has not been raised before about the portfolio. In one particular class, my students have observed that the “culture of assessment” inherent in PBLA (Desyatova, 2020, p.11) has features reminiscent of their lives under rule by the former Soviet Union, Union of Soviet Socialist Republics (USSR).
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Should we teach Indigenous cultures and other matters concerning Indigenous peoples in our EAP classes? I’ve been reading about this lately. Here are some things I’ve learned.
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~A rose by any other name would smell as sweet. But would it, really?
My name, Jennifer, comes from the Welsh Gwenhwyfar. It means “white wave” or “fair lady.” Although I don’t see myself as a “lady,” I do like the rhythmic majesty of “wave.” The tumbling, repetitive motion of it. But if it weren’t for the research I did, I wouldn’t have a clue what my name means. My parents certainly didn’t put much thought into it; they just liked it. Indeed, according to Ye Chongguang, “Chinese names are often chosen for their meaning, but English names are chosen for their sounds” (Lee, 2001).
Continue readingIf 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.
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The standard protocol for presenting at TESL conferences in Canada is that the presenter receives an honorarium and a card expressing thanks from the organizing committee. It’s a nice gesture and I always appreciate it.
Recently I received a unique gift for presenting at the TEAM conference in Winnipeg, Manitoba. It was a beautiful bag, handmade by Angela of the One Nation Exchange (O.N.E.). I was moved to learn more about O.N.E. and how this bag came to be.
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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.
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Do you remember having to write about your summer vacation on your first day back to school? It doesn’t seem like a very original topic, but I want to share my experience as a volunteer in Honduras, Ethiopia, and Guyana with Canadian Executive Services Organization (CESO). You are probably wondering how this happened since I’m an ESL teacher, not an executive. Let me explain.
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I came to Canada as an immigrant from Bosnia – a war-torn country – which, to this day, is difficult to return to when I want to visit family. Not only do I remember things no child should, but physical remnants remain at every corner of the country itself. My family was one of those that escaped with a random truck driver in hopes of getting out and not being denied entry into Croatia, which was safe.
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