I have been thinking about my past experience teaching discrete ESL. It is one of those experiences that I wish I could forget – erase out of my head, but the more I try, the more I think about it. Well, I read that the best way to deal with bad memories is to either talk or write about them– so here it is:
“You should not ask students to read aloud! You are only to focus on reading – when they read aloud they are speaking, which is not the focus of the lesson,” said the person in charge. Continue reading →
What is student-centred learning? There are many facets to this idea. It can be lessons based on students’ needs. It can mean choosing topics based on students’ interests. But one of the concepts that is most commonly related to student-centred learning is learning through discovery. When someone learns through discovery, they are given enough autonomy to interact with materials and consequently discover how things work (think figuring out grammar rules implicitly). On the other side of the coin you have teacher directed learning where knowledge is transferred from teacher to student (think explaining how grammar rules work). Continue reading →
Struggling to communicate, being misunderstood, or not being understood at all, is a very stressful and daunting feeling for anyone especially when it affects your lively-hood. The class I’m currently teaching is experiencing this very feeling. And although they attend ESL classes on a daily basis, their English comprehension levels are lacking.
This is where WorkPlace ESL comes into play. For those of you who may be unfamiliar with this branch of ESL, it’s a program that was designed some time ago to help those who need specific language training in order to excel in the work force. Continue reading →
How many of us sit down at the end of the day and reflect on the lesson? I mean really sit down and think about the good, the bad, the ugly, and the potential. For many of us, I’m sure the intentions are there, but on a really bad day, we’re probably more inclined to pack up our things, get home, call it a day, and think “tomorrow will be better”. In these moments, as much as with the great days, it’s important for us to reflect because reflecting doesn’t mean kicking us when we’re down, but rather it means finding ways to bring us back up and truly know that tomorrow will be better because today wasn’t terribly horrible.
This question is not new. The answers are ongoing (just do a quick library search on “EAP debate” and you’ll find great peer reviewed articles on the topic, including articles written by Krashen, Ferris and Hedgcock, Grabe and Kaplan, Krapels, Silva, Cummins, and Belcher and Hirbela – you name it). EAP continues to be a HOT topic, especially as more and more second language learners (L2) enter post-secondary education. Hence, the question needs to be re-asked to arrive at possible solutions and to meet the needs of a diverse group of students. Let’s face it, in addition to first year L2 learners, the 1.5 generation (those who arrive as children and learn English at an early age) also require guided instruction in ESL – and don’t forget L2 students who already hold degrees and need to bridge their skills. The list of variables does not end there! Variables include students coming with different English skills and levels, differences between academic and industry standards, the existing prescribed entry-level assessment benchmarks, and well…as you can see, I could keep going.
And don’t forget the debate:
Should EAP focus on teaching the five paragraph essay or should it be sector specific?
Should it focus on multi-literacies or extensive reading and writing?