All posts by Cecilia Aponte-de-Hanna

The Translingual Approach – Agree but…


Written by - Cecilia Aponte-de-Hanna
Image source: bigstockphoto.com
Image source: bigstockphoto.com

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…

Agree

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 →

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IN PURSUIT OF LEARNERS’ EMPOWERMENT: CAN WE TEACH GOOD WRITING HABITS?


Written by - Cecilia Aponte-de-Hanna
bigstockphoto.com
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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…

Modeling Writing

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 →

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First-Second-Third…In Conclusion


Written by - Cecilia Aponte-de-Hanna
Delicious healthy sandwich on the white background
image source: www.bigstockphoto.com

What is academic writing? Are we all on the same page? Is it a five paragraph essay? I don’t think so. Let me explain.

I always read with great enthusiasm my students’ essay writing diagnostics. This helps me to understand their way of thinking and their prior working understanding of academic writing. For some, the question posted is somewhat forgotten as they go about making their essay fit into a five paragraph structure. I perceive trains of thoughts interrupted as these students try to inject the three point parallel structure at the end of the so called introduction paragraph, while moving on to adding transitions throughout the remaining paragraphs as they seek to achieve the perfect five paragraph layout. The structure looks good…Hmm…Let me go inside and look.

Continue reading →

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Focusing on Writing Strategies: Attention, Please!


Written by - Cecilia Aponte-de-Hanna
image source: bigstockphoto

I have been teaching writing at the college level for over six years to both first and second language learners. Unless I am teaching EAP, where my students are second language learners, my classes have been mixed: native language students at various language levels and experiences as well as non-native language learners, including 1.5 generation (people who immigrate to a new country before or during their early teens) with different levels of language proficiency. Note that no matter who the students are, my job is to help my students achieve the learning outcomes of the course (e.g. to be able to write an academic essay), which means I must pay attention and therefore take into consideration each student’s individual needs. How do I reconcile all these differences in a writing course? Well, among many teaching strategies, I focus on selective attention.

Selective Attention

According to Richard Schmidt (2010) our ability to focus is dependent on our awareness of the existence of stimuli. It is difficult (even impossible) to pay attention to every bit of information around us, so we need to be consciously aware it exists to be able to notice it. Hence, not knowing what to focus our attention on can leave us paying attention to unimportant information, unaware of what it is we should be focusing on! Continue reading →

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Lesson Planning Gagné Style


Written by - Cecilia Aponte-de-Hanna
image source: www.bigstockphoto.com
image source: www.bigstockphoto.com

As teachers we prepare lesson plans for many reasons. We do it because it helps us keep track of our lesson delivery and also because it is required of us. The latter one, however, can make us lose sight of its true purpose, which is to help our students achieve the learning outcomes of the lesson. Through my many years of teaching, I have learned that lesson planning is most useful when I put myself in my students’ shoes.

Effective Lesson Planning

Let’s face it. For a lesson plan to be effective, it needs to focus on what students need to demonstrate at the end on the lesson. Lesson planning is about meeting learning outcomes for our students; the objective of the lesson is not for us to deliver content or for administration to see that we spent hours on prep-time (Yes, we do!), but for us to think of ways for our students to demonstrate learning. Continue reading →

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If you supply teach – Enjoy it!


Written by - Cecilia Aponte-de-Hanna

Supply teaching has its benefits for sure. I know. I did my share. Although the job is unpredictable, the experience is valuable. What is a day like? The phone rings and you answer. It’s 6:00 a.m. so you know that other than a family emergency, the person on the other side of the line is…Yes! You got it. It’s the school secretary asking if you are available.

What you do after this point will depend on your supplying experience – but my advice is to stay cool as a cucumber. If you are available, say yes.

First Things First

Ask if there is a lesson plan. Don’t count on it every time. If there is no plan, don’t sweat it. You have several choices: Continue reading →

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 An Active Start to the Academic Year


Written by - Cecilia Aponte-de-Hanna
image source: Bigstockphoto

Another school year is just around the corner. Teachers (me included) are bound to be planning for that first week where we set the mood of how learning will happen in and out of our classrooms. Last year, I wrote about ‘get-to-know activities’[1], but these are just some of the many introductory activities we could introduce. For example, it makes sense to plan for student-centred lessons right from the first day of classes by introducing active learning activities, which give students the opportunity to learn while doing –and which many students are not accustomed to[2]. This can help our students transition smoothly to learning by discovery and collaboration. Smart, right?  Below are two of my favourite active learning activities. (I hope you will share yours too!). Continue reading →

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A Discrete Approach to Teaching ESL – What Does it Mean?


Written by - Cecilia Aponte-de-Hanna
A human figure stands behind a warning sign with one hand raised
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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 →

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IPDP and the Joys of Scholarly Practice


Written by - Cecilia Aponte-de-Hanna
image source: www.bigstockphoto.com
image source: www.bigstockphoto.com

What’s IPDP you may ask…It stands for Individualized Professional Development Plan. It’s the type of professional growth you sketch out for yourself – for your own growth. It does not include the type of PD your workplace or professional organization requires of you – the type you have to complete because …well…you have to. IPDP is like a box of chocolates. Continue reading →

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Teaching English for Academic Purposes (EAP): What Do Students Need?


Written by - Cecilia Aponte-de-Hanna
Unanswered Questions - Brainstorming Concept
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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?

Continue reading →

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