Have you heard the phrase AODA (Accessibility for Ontarians with Disabilities Act)? The accessibility movement is a global phenomenon that has implications for all stakeholders in education. In Ontario, colleges and boards expect (I hope this is not too much of a generalization) that materials produced for instructional purposes comply with accessibility standards based on the media being employed. Media includes printed documents, electronic documents, web based offerings, and interactive and passive multimedia presentations. The United Kingdom, Australia, and the United States have also passed accessibility legislation.
I have found that following good practices to create accessible digital documents results in an improved experience for all. Some general guidelines to improve document readability are
easier to understand tables ,and
colour contrast considerations.
Last year, I attended accessibility certification workshops. Four days of training involved document accessibility design, mobile App design, video captioning, and web accessibility design and Continue reading →
So you’ve been hired to teach ESL – congratulations on making it this far! But the question now remains: How? What? And where? If you were to look online for ESL resources, you’ll be surprised and relieved (perhaps also overwhelmed?) at what you’ll see before you.
There are many resources available to you aside from your colleagues (an obvious choice, and an invaluable one at that). Scouring the Internet can prove daunting and endless. However, here are a few tried and tested sites that will take you to your class with confidence.
Some good finds:
ESL Gold is a very popular and widely used site for ESL teaching material. The site is categorized nicely for you to easily select what area, skill, and level(s) you’d like to focus on, which is especially Continue reading →
Like many of you, I have taught pronunciation from some books. You know, the ones that have the schematic diagrams of where the tongue is supposed to go. I’ve even seen some teachers have mirrors in their classroom so the students can see the acrobatics going on in their mouth. Does this method work? I suppose so, but I find it really boring. I know it isn’t fun for the students because it certainly isn’t fun to teach. One day, I decided to try something different. I don’t think this would work for lower level students, although I would like to try.
I really am a fan of Seinfeld. What I like about the characters is that they are over the top when they deliver their lines, even more than most comedies. I thought I would experiment with a scene from this TV show to see how it would work with my students. Continue reading →