As language teachers, many of us agree that technology is useful for assisting our instruction. Videos, animations, virtual tours, audio clips, interactive games, self-correcting quizzes and digital online resources are some of the possibilities offered through technology. Until recently, technology based learning events have been delivered on institutional workstations, laptops or tablets. The personal device revolution is migrating learning events/objects to mobile device applications or apps.
For security reasons, institutions have been organized to control digital resources. This includes networks, hardware, software, online subscriptions and website access. The advent of Bring Your Own Technology or B.Y.O.T. tests this control. Continue reading →
Teaching critical thinking through reading in the information age
Attending PD conferences of your local chapter of TESL Ontario is a great way to meet other teachers, network, and learn new ideas and techniques to add to your teaching toolbox. On May 13th, I attended the Waterloo-Wellington Spring AGM and PD event. The theme was “Thinking Critically” and the guest speaker for the plenary session, Tyson Seburn, spoke on the topic of teaching critical reading in an age of (mis)information and fake news. Tyson Seburn is Lead Instructor of Critical Reading and Writing in the International Foundation Program at New College, University of Toronto, and he recently published a book entitled, Academic Reading Circles.
In this blog, I want to share some of the strategies that Tyson raised in his address Continue reading →
This activity is meant to be a student’s journey to self-regulation (see Schunk & Zimmerman, 1997). The activity can take place at any time during the school term and is meant to awaken in students the desire to achieve their goals one step at a time. Hence, the process to self-regulation is the goal. Continue reading →
During the fall term, I was privileged to teach a group of 10 ESL Literacy students. Although in the past I had volunteer-tutored a literacy student and had taught various computer literacy classes, teaching a whole class of beginner ESL students with literacy needs was a whole new challenge. I have to say it was thoroughly rewarding Continue reading →
I am trying to fully understand the translingual approach – specifically how it aligns with English for academic purposes (EAP) or the much needed skill of clear, concise written communication. The idea is great, but how do we go about it?
Horner, Lu, Royster, and Trimbur (2011) propose a translingual approach for dealing with student writing in academia.
Although I agree with most of the underpinnings behind the new approach, I am not so sure how they envision it. I agree with many of their ideas, but…
I agree that students’ right to use their language (English and otherwise) should be respected. I also agree with the authors’ opposition to the monolingual “view that varieties of English other than those recognized as ‘standards’ are defective” (305). Varieties of English, they explain, include what monolinguals Continue reading →
No matter what language you speak, music has a universal tongue, wouldn’t you agree? Its power in bringing people together, no matter what language they speak, is priceless. So, if music has the ability to unite us, why not use it in the classroom to help your students learn English?
I have my kids to thank for inspiring this post, partly due to their love of watching Daniel Tiger’s Neighbourhood every day. You find inspiration everywhere.
On the show they sing the lesson of the day repeatedly throughout each episode. It sticks in your head and is really catchy, and the nice thing is that the lessons are useful for children in helping to problem solve or deal with certain emotions that may arise out of unpleasant situations. Continue reading →
As I’ve shared with you in previous blogs, one of my ongoing interests is finding ways to empower my students to become better writers of English. What is the formula?
Vocabulary skills are important (Checked √)
Grammar is important (Checked √)
Controlled practice is important (Checked √)
…Wait a minute… Modeling is super important…
According to Cumming (1995), language teachers need to not only provide text models of a good writer’s final product (what an assignment is supposed to look like at the end), but also model the cognitive process of writing. In other words, we as teachers should model writing-as-a-process that mimics the actions performed by effective writers (hint: we need to write a lot to be one too). Continue reading →
Over the next year, I would like to share what I consider to be some of the 10 most important unwritten social rules in Canada that newcomers and their families need to know to succeed in Canada. In this first post, I’ll give you the list of all 10 secrets, as well as the first secret.
How am I qualified to know these secrets?
Keep in mind that these are what *I* consider to be the most important secrets. I am drawing on a lifetime of experience in Canada as a mother of 3 and as a worker in education, banking, computers, and employment counselling, but that doesn’t mean these social rules are cast in stone or true in every community across Canada.
Okay, so here is the list of the 10 most important secrets I’ve learned for succeeding socially, as well as in Canadian schools and workplaces:
We all know the expression, “Beauty is in the eye of the beholder”, but is it really true? Art theorists and philosophers would answer “No, of course not!” and here I quote Dennis Dutton, famous art theorist who stated in his 2010 Ted Talk, “…it’s deep in our minds. It’s a gift handed down from the intelligent skills and rich emotional lives of our most ancient ancestors.” In other words, the experience of beauty is not subjective, but quite objective. There are clear guidelines or criteria to what constitutes beauty for all of us, based on our genetic pre-disposition. Continue reading →