In my last blog, I wrote about the educational movements and how they have encouraged new methods of viewing teaching and learning. They have also made room for new forms of content delivery to be developed. One of the more recent developments in content delivery, which is becoming popular in language teaching, is Task-Based Language Teaching (TBLT), or “learning by doing.” Learning by doing can be defined as performing an action, i.e. enactment; in comparison, other ways of learning something are learning by viewing or learning by listening (Steffens et al., 2015). There is a general assumption that learning by doing creates better memories of an event or action, and so styles like TBLT are becoming more popular.Continue reading
As an ESL teacher, my first priorities are the linguistic development of my students and the attainment of their language learning goals. As an educational researcher, my first priority is to study and develop extremely effective teaching and learning strategies to get students to where they want to be. Students might not like it too much, but research is really starting to show that the ball is almost entirely in their court.
As Thomas Carruthers said, “A teacher is one who makes himself progressively unnecessary”. Ignoring how this might make us feel about our paycheques (insert chuckle), it is important to mention just how accurate this is, especially in terms of in-class strategies. Our students want to improve their English language ability, so they should be doing all the talking, reading and writing The effective and simultaneously “unnecessary” teacher is one who is more of a learning experience designer, who spends most of her time designing learning moments and strategies outside of class time, reflecting on student difficulties and successes when not in class, and using these as beacons in the dark when planning the next class. And now, we finally have confirmation that we teachers are useless – well, almost. Continue reading
I am currently developing learning opportunities for blended learning courses with English as a Foreign Language students. Over the summer, I have had a few months to add some motivating learning objects to these courses. One of my courses calls for a group project based on Internet research. Using the term research is a stretch in this context. I think of it more as a guided internet search. Continue reading
I’m sharing 5 teaching resources I have read and often revisit. They have helped me consolidate theoretical knowledge with my teaching practice (praxis). My hope is that in your response to this post, you will add a resource that you feel has helped you shape your teaching. The list is in alphabetical order: