Why is extensive reading important for
language learning? And how can students be motivated to read for pleasure?
As an international student and immigrant, I
know how difficult it is to read extensively in English. Diverse backgrounds
and school experiences can create different profiles of reading strengths and
needs. As an experienced
EAP/ESL/EFL instructor, I did a case study about Extensive Reading (ER) for my
MA, and I learned things I wished I had known much earlier! Now I would like to
share that knowledge with other instructors because ER touches every skill we
teach (Reading, Writing, Grammar, Speaking and Listening).
Teaching techniques have been expanding and unfolding with
ever-evolving paradigms that make the teaching profession demanding, and, at
times, it can be difficult to maintain your passion for teaching. Drawing from
my own experiences of teaching for the past ten years, I have compiled a list
of ways to help you keep the passion in your teaching.
post-secondary, students are often required to work on culminating projects comprised
of various assignments submitted at different deadlines throughout the term. My
teaching partner and I wanted to bring the experience of a post-secondary
culminating project into our classroom, but in a way that was both manageable
and meaningful to our LINC students.
When doing major projects, my teaching partner
and I are always looking for ways to optimize Portfolio-Based Language
Assessment (PBLA) for all four skills (listening, speaking, reading, and
writing). As we focus on teaching our students English to prepare them for
post-secondary education and the workplace, we find ourselves utilizing creative
ways to incorporate PBLA with scaffolded learning. Thus, we came up with the
idea of a cereal box book report.
How can college writing classes turn
into an active learning environment?
In my writing classes, I try to provide
my students with various opportunities to read, write, and receive
feedback. One challenge, however, is
when students are asked to write individually; they might not be motivated
enough to work on their own. On the
other hand, when assigning an activity to a group, there is often one student who
seems to be working on the activity while the other students don’t get as
involved as required.
I believe writing is a complicated topic
to teach and asking students to produce written work can be a challenging process.
To address these individual and group challenges, I have come up with a neat
strategy that I would love to share with the rest of the educators dealing with
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.
This year at the TESL ON conference, Deborah Healey, TESOL International Association, will be one of our Keynote Speakers. The following blog post was written by Deborah. Here she gives you a taste of what she will be sharing at the conference.
Gamification in Education: Hype or Useful Teacher Tool? This is a question that I’ve been asking for the past few years, as I’ve tried gamifying some of my classes. Most teachers (myself included) have long used games in the English language classroom and in teacher training to encourage motivation and add a fun factor to learning. Some teachers have been able to use game-based learning, where a game sets the context for learning. Continue reading →
After a seven-year hiatus, I am teaching ESL again. I am in Los Cabos, Mexico and this morning’s class will be at a non-profit college aimed at giving underprivileged kids an opportunity for higher learning.
My sister K., who lives here half the year, instigated this.
I’ve been looking forward to it. I even managed to fit in a few of my old ESL books from my teaching days into my suitcase. Continue reading →
One of the best things teachers can do for their students is to help them learn to help themselves. To promote learner autonomy, we need to build students’ self-confidence and give them strategies for teaching themselves. Some of the ways we can do this include the following. Continue reading →