All posts by Guest Contributor

The Triangle of Love for English: Nurturing Language Learning with Care and Passion


Written by - Guest Contributor

By: Margaret Holec

Language learning is a multifaceted journey that involves not only acquiring vocabulary and grammar rules but also fostering a deep connection with, and passion for, the language. In the realm of teaching English as a Second Language (ESL), educators often emphasize the importance of creating a supportive and engaging learning environment. One powerful concept that encapsulates this approach is the Triangle of Love for English.

The Triangle of Love for English represents three essential elements that contribute to effective language teaching and learning: the mind (intellectual aspect), the heart (emotional connection), and the mouth (language production). Let’s delve deeper into each element and explore how they work together to nurture language learning with care and passion.

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AI in ESL: Empowering Learners and Bridging Language Gaps


Written by - Guest Contributor

By Margaret Holec

Introduction

The past decade has seen a game-changing impact on English as a Second Language (ESL) education, thanks to Artificial Intelligence (AI). Notably, AI has made students more independent in their learning, helping them secure jobs even with lower English levels. Additionally, direct translation of messages and emails has become seamless, enhancing communication.

1. Independent Learning: AI’s Role in Student Empowerment

AI in ESL education has shifted the focus to personalized learning, allowing students to learn at their own pace. This independence builds confidence and self-reliance as learners navigate language acquisition with tailored support.

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Metrics that Matter: Indicators of Success in ELT Admin Roles


Written by - Guest Contributor

By Kiara Y.R. Kim, Resource Development Assistant

Administrative roles are important in the overall management, functioning, and strategic direction of educational institutions. These roles can encompass a wide range of responsibilities that may involve overseeing operations, implementing policies, or managing resources to ensure the overall success of the educational programs and institutions.

Whether you are an educator seeking to broaden your impact on a larger scale, drawn to leadership and mentorship for educators, or motivated for professional growth, embarking on the path from educator to administrator is a journey that demands both ambition and strategic navigation.

In this unique blog series, we explore the pursuit of administrative roles in the field of English Language Training (ELT). TESL Ontario collaborated with six (6) hiring managers representing various sectors of the Ontario ELT landscape, who stand ready to share their experience, advice, and wisdom along this transitional journey. This fifth and final installment of the series is designed to shed light on key performance measures that contribute to excellence in the field.

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Using Authentic Materials for EAP Students


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Have you ever considered how you might conduct effective and enjoyable EAP sessions? Despite the limited duration and high-stakes nature of EAP classes, the emphasis on learner autonomy, critical thinking, and authentic academic situations renders the teaching process potentially more engaging than that of a standard English course, provided appropriate delivery methods are employed. 

As per Tomlinson’s (2013) perspective, classroom material ought to offer an array of authentic input in the target language, encompassing diverse styles, forms and functions. Based on this notion, I developed a lesson plan aimed at introducing my EAP students to academic research reports, facilitating their exposure to an authentic lecture and enabling them to independently explore the subject matter. To achieve this objective, I selected a TED talk and a pertinent research article as the primary resources for this lesson.  Continue reading →

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TESL Ontario 2022 Conference: Takeaways from 6 Talks on Diversity, Equity and Inclusion  


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TESL Ontario’s 2022 conference, which marked the organization’s 50th anniversary, brought forth current perspectives, reflections, and suggestions related to diversity, equity, and inclusion. This post highlights takeaways from six talks about fostering inclusion, advancing accessibility, and supporting newcomers.

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TESL Teacher To TESL Ontario Intern


Written by - Guest Contributor

As I finished my TESL program at Conestoga College this academic year and was in the process of applying for my OCELT Certification at TESL Ontario, an email popped up from our program head about a summer opportunity with TESL Ontario. Fast-forward nine weeks and here I am, feeling deeply connected and grateful for this opportunity, not to mention highly impacted by this team of individuals. 

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Trauma in the Classroom (Part 2)


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Guest Contributors: Allyson Eamer, Amea Wilbur, Katie Crossman, and Jennifer Allore

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This blog is the second in a two-part series on trauma in the classroom. Part 1 discusses how teachers can better facilitate learning and provide support for students who have experienced trauma, such as refugees.  This segment focuses on vicarious trauma?

Vicarious trauma is a form of second-hand trauma. It is experienced by people in helping professions when they are deeply affected by their exposure to others’ trauma. The term was coined in 1995 by Laurie Pearlman and Karen Saakvitne, and originally was used to describe symptoms that clinicians experienced from working with clients with trauma experiences. Vicarious trauma has since been recognized in other fields. It can occur in various ways, such as listening to traumatic stories or viewing disturbing images. 

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Trauma in the Classroom (Part 1)


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Guest Contributors: Allyson Eamer, Amea Wilbur, Katie Crossman, Jennifer Allore

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If you are a LINC or ESL instructor, there is a good chance that you have taught learners who have experienced trauma. Syrian, Afghan and now Ukrainian refugees, for example, have been arriving in Canada in large numbers and are increasingly part of our classrooms. Although you are not a mental health specialist, you are often the first point of contact for many students. They likely see you more often and for longer blocks of time than they see their settlement workers or other professionals in their lives. Your students undoubtedly view you as quintessentially Canadian and very much a part of “the system” that directly impacts their lives and futures in Canada. Because you work hard to be a caring instructor and to build trust in the classroom, you are likely to witness the effects of trauma on student learning, and/or to have trauma disclosed to you by a student. You are therefore an important, if unwitting (and likely unprepared, we will argue), key player in responding to trauma.

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Promoting Diversity, Equity, and Inclusion in Class through Critical Texts, Talks, and Tasks


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I asked TESL Ontario educators to record their thoughts on the question “What are one or two ways that you incorporate diversity, equity, and inclusion in your teaching practice?” This post shares their recordings (see link below) and synthesizes their responses, which highlight the importance of infusing criticality in classroom texts, talks, and tasks. 

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Reflections on a Year as TESL ON Board Member – from Mitra Rabie


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Guest Contributor: Mitra Rabie

As a devoted English instructor, I have always thrived to be a rich source of inspiration and support to my students and their academic success. To my understanding so far, the overall composition of the elected Directors reflects a balance of perspectives from different sectors and regional diversity, and I am sure that as part of this Board and its Committees, I will learn a lot that I can then share with the community members.

I think one of the key reasons that motivated me to run for a position on the TESL Ontario Board of Directors has been the Board’s mission and vision as a leading authority to provide support and direction to professionals, government bodies, and industry stakeholders involved in the English language education field. It has been a great professional success for me to be appointed as a Board member and to serve on three of its Committees: Nomination, Research Advisory, and Strategic Planning.

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