Teaching research writing and communication courses has been one of the best experiences I have had in my teaching career so far. One of the challenges, however, has been encouraging students to read articles before joining classes. These reading articles are a prerequisite for our students to complete a series of reflective reading and writing practices. Therefore, I have started taking advantage of TED Talks as a not so state-of-the-art, but practical resource for a college communication course. Here are a few ways I use this resource in my classes:Continue reading
Recently, I did a small experiment with my students. Instead of me assigning reading and listening tasks, I asked them to read an article and watch a YouTube video, and then make their own questions as if they were teachers. The results and feedback were quite astonishing.Continue reading
I often hear students say they like any chance to have a casual conversation in English. Literacy learners, however, are much more likely to avoid a conversation because they’re not confident enough to use the language yet. As ESL teachers, we prepare well-thought-out lessons that focus on grammar, composition, pronunciation, and structured activities, but we rarely foster a free flow of dialogue that encourages the students to just “use the language.”
I recently wrapped up an introductory English course with literacy learners and got some valuable feedback from my students. After three months of students learning verbs, adjectives, and nouns, and practicing sentence structure and pronunciation, during our last lesson I decided to take a break from the routine and just engage students in a casual chat.Continue reading
Most language teachers are likely familiar with the Cloze Test – the omission of specific words in a written passage (every 5th or 9th word, for example) to assess students’ reading comprehension and vocabulary knowledge. I have also found them to be extremely useful to teach listening skills.
When creating your own Cloze Tests, the first step is to find a passage that is at the students’ language level or no more than —as Krashen would advise— i+1 (just ONE above the students’ comprehensible input). The first two sentences and last sentence in the passage should also be kept intact as they give students important background information about the text.Continue reading
Post by: Cecilia Aponte-de-Hanna and Vanessa Nino
On April 30, 2021 people in the TESL Ontario community discussed teaching the English language skills on Twitter. The guest moderator of the evening was Cecilia Aponte-de-Hanna (@capontedehanna). Cecilia is a full-time professor at Centennial College, where she teaches English communications courses to local and international students. With over 15 years of teaching experience, Cecilia has taught children as young as 3 years old to adults in their golden years.Continue reading
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.Continue reading
Summary for Jan. 28, 2020 #CdnELTchat
By Jennifer Chow
Happy 75th to #CdnELTchat! When Nathan Hall (@nathanghall) and Svetlana Lupasco (@StanzaSL) started #CdnELTchat (also known as #LINCchat) in 2015, I taught evenings as a LINC instructor, and I had been feeling a bit isolated at the time. #CdnELTchat gave me a chance to connect with other Canadian ELT educators. I feel very fortunate to have the opportunity to be a part of the #CdnELTchat team and community of practice.Continue reading
As teachers, we often encourage learners to expose themselves to as much English as possible. One way for learners to do this is by listening to English songs. They are readily available through apps like Spotify and YouTube and can be enjoyed ‘on the go’ as people go about their busy lives. In the classroom, many teachers use songs to enhance their lessons, especially when teaching children. Using a song from a children’s story, one study found songs could potentially contribute to vocabulary learning (Medina, 1993). However, we know very little about the impact of listening to popular ‘everyday’ songs on vocabulary learning as very little research has been conducted in this area (Maneshi, 2017).
If you can’t hear a sound, it is very difficult to reproduce it. Our students hear stressed syllables, which would be okay, except in English over 60% of our syllables are unstressed, and we often forget to teach them how to listen for those unstressed syllables.
English spelling compounds the problem. Continue reading
Happy Monday TESL ON members! Did you know that April is National Poetry Month? I don’t know about you, but I love poetry! Although most of us may not use it very much to teach English to our students, many are aware that it can be a good way to teach the rhythm of English. However, I think there are so many more ways that we could use this rich form of the English language. Continue reading