These tips and guidelines are meant for instructors and volunteers who are new to the field of literacy and intend to work with adult literacy learners. What makes this document different is that it is not based on research papers and teaching theories. Rather, it is based on my experience teaching literacy students from diverse backgrounds and various levels of literacy. It is also based on other teachers’ experiences and my learners’ feedback, which I always consider when planning my lessons. Despite the challenges, I find that teaching literacy is very rewarding and fulfilling.Continue reading
As an English as an Additional Language (EAL) teacher, I think I have a responsibility to remind my students of the incredible job they have done as additional/foreign language learners. I think as teachers we sometimes forget the challenges our students are going through! This letter is to all additional language learners, wherever they are.
Dear EAL learners,
I acknowledge you. I admire you. I celebrate you! You’ve already done an incredible job. Whether you are at the beginning level, where your journey has just started, or you have been in this for quite a while, you are amazing and here is why.Continue reading
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.Continue reading
#CdnELTchat is back on Tuesday, Jan. 29th to discuss “Balancing Language and #EdTech in the Classroom”. We hope that you can join them. #ELT #CdnELT @EALStories @StanzaSL @LINCInstructor @bcteal @TESLOntario @TESLCanada
Here’s a recap of their January 15th chat.
#CdnELTchat got off to a thoughtful start in 2019 with a focused chat on Resolutions in #ELT. Jennifer Chow (@jennifermchow) led the discussion by posting the questions, with Augusta Avram (@LINCinstructor) and Bonnie Nicholas (@EALstories) welcoming participants and replying to posts, and Svetlana Lupasco (@StanzaSL) providing support in the background. The team has published an article reflecting on their experiences with #CdnELTchat, Building a Community of Connected ELT Professionals on Twitter. The article appears in the most recent issue of the TESL Canada Journal Special Issue, The Shifting Landscape of Professional Self-Development for ELT Practitioners. Continue reading
I have been learning how to speak Mandarin for the better part of twenty years, but I still can’t produce the fourth tone correctly. I automatically say the first tone instead of the fourth tone in conversation. I am aware that I do this, yet I can’t seem to correct this bad habit. Is this a fossilized error? Is there anything I can do to overcome this error? On November 27th, a group of educators discussed these questions and more on #CdnELTchat.
Thank-you so much to the enthusiastic participants who contributed their ideas and shared resources during this chat. Continue reading
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
An interest in languages, combined with a few stints living and working overseas, has meant that I have played the role of language learner more than once. These experiences have greatly informed my practice as a language teacher. Famously, this is called the ‘apprenticeship of observation’. Teaching is a unique profession in this sense; teachers have their own experiences as students watching their own teachers teach, which influences them when they become teachers. Here are a few of the things I have felt and thought as a learner that have influenced my teaching…
I don’t care if there are some things my teacher doesn’t know. 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
Recently, I tried a campus familiarization activity with my students. In the past terms, students sat at their desks and looked at a map to identify services and their associated locations on a worksheet. Throughout the term students asked me, or each other, where different campus resources were located. It was obvious that they did not take in the campus resources information.
My challenge was to improve this learning activity. Reaching into my technology bag of tricks, I was looking for a technology that would improve this learning task. Continue reading
Do you limit teacher talk time in favour of active learning? Good!
Do you limit teacher talk time because your students seem disengaged or don’t understand? Bad…
Let’s face it, teacher talk time (TTT) is valuable. Although it should not be the focus of any lesson, it can certainly be an opportunity to mediate learning, not just facilitate it or curate it. Hence, done purposefully, TTT can help students take better notes, recall valuable information, and differentiate between main ideas and extraneous detail. How can this be?
Let me explain . . . Continue reading