Category Archives: Academic

Activity: Journal Writing


Written by - Kevin Slack
Image source: www.bigstockphoto.com

When I started teaching online, it was clear to me almost immediately that I wanted to encourage my learners to write and that I wanted to see their writing on a regular basis. I had a CLB 7 Academic class, and I began rather naively and ambitiously. The assignment was straightforward:

You will have three journal topics a week. You will be given 15 minutes a day, three times a week, to write in your journal. You will be given a journal topic or you can write about whatever you want. 

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AI in the Classroom: Love It or Hate It – It’s Here


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

Learning never stops; this now includes both humans and Artificial Intelligence. As I type this blog post, I find myself either tabbing to accept the suggested word or ignoring the suggestion. Being prompted to type what auto-text thinks I should be writing can be annoying and, if I am not careful, I end up writing a word that I did not mean to write or, worse yet, pressing ‘send’ on a message or email with one or two unintended words. Although I appreciate its usefulness on some occasions, it irks me when I am given the wrong suggestion, as in the case of Grammarly’s use of double commas on a salutation (since when did adding a comma after ‘Hello’ or ‘Hi’ and before someone’s name become the grammar norm?)

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The Path to Employment through OCELT Certification


Written by - teslontario

Written by Reza Mazloom-Farzaghy, Accreditation Services Manager, TESL Ontario

Equipped with OCELT (Ontario Certified English Language Teacher) certification, job seekers have access to employment opportunities across a broad spectrum of teaching sectors in Ontario and beyond.    

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Critical Thinking Skills as Easy as 1-2-3


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

The numbers 1-2-3 stand for the formula I devised to teach students to develop and demonstrate Critical Thinking Skills. By following the 1-2-3 formula, I teach students to think about their choice of answers.  I came up with this strategy as part of my efforts to teach first year college students to answer reading comprehension questions. Historically, I have found that short-answer questions tend to ask students to answer in one or two sentences, which, I think, limit students’ ability to demonstrate critical thinking skills. One or two sentence responses do not really encourage students to explain how they arrive at the answer. The result is usually an answer that can either be easily found in the text or must mirror what the instructor expects the answer to be.  Continue reading →

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Navigating Ontario’s EAP Sector (Part 1)


Written by - Heather Donnelly
Image source: www.bigstockphoto.com 

2022 marks a professional milestone for me: one decade as a contract instructor within Ontario English for Academic Purposes (EAP) programs. The last ten years have seen me criss-cross the province undertaking assorted contracts for eight post-secondary institutions. Every college/university I have worked for has had a unique culture and slightly different approach to academic preparation for English language learners. However, some common themes have emerged about how the Ontario EAP market seems to operate.

In a two-part series, I will share insights about navigating a career in EAP that I wish I had realized from the start. I am confident much of what I say can apply to other TESL environments too.

In this first blog of the series, I discuss how people can get their foot in the door.

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Up and Down the Ladder of Abstraction: Praxis in Motion


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

Praxis, the process of enacting theory, has played a significant role in my teaching practice, especially whenever my adult learners have a difficult time grasping a concept or feel like they are not learning as fast as they should. I find that when students begin to ask “why” and “how” questions or err repeatedly, I can rely on theory to explain and demonstrate the issue at hand. This methodology (Seabury, 1991) has worked for me and my adult learners, whose problem-solving curiosity is driven by their andragogical needs (Knowles, 1971).

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An Epic Battle of the Imagination


Written by - Daniela Greco-Giancola

“Why, sometimes I’ve believed as many as six impossible things before breakfast.”

Image source: www.bigstockphoto.com

(Carroll, L. 1865. Alice in Wonderland)

Introduction

 I wrote this piece about three years ago, reflecting on an old lesson and the role imagination plays in our ESL curricula.  I believe this activity could be modified for an online classroom. If you give it a go, please let me know how it works out!

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#CdnELTchat Summary for June 1, 2021 Self Directed Professional Development with Anna Bartosik


Written by - Guest Contributor
Image Source: #CdnELTChat Team

Post by Jennifer Chow

#CdnELTchat was happy to have Anna Bartosik (@ambartosik) share her expertise on Self-Directed Professional Development (SDPD) on June 1. Anna is an English language teacher at George Brown College, instructional designer, and PhD Candidate at OISE. Her research is in self-directed professional development in digital networks. Learn more by reading her blog: https://annabartosik.wordpress.com/.

Before we started our discussion, we had a moment of silence to mourn and remember the #215children in Kamloops. #CdnELTchat is also taking time to reflect and plan a future chat with #teslONchat later this month to talk about what we need to do in order to move forward with the 94 Calls To Action from the Truth and Reconciliation Commission, and work for #Reconciliation.

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#CdnELTchat and #teslONchat Summary with Guest moderator JPB Gerald: Decentring Whiteness in #ELT


Written by - Guest Contributor
Decentring Whiteness in #ELT Guest Moderator, JPB Gerald
Image Source: #CdnELTChat Team

Post by Tanya Cowie, Jennifer Chow and Bonnie Nicholas

On May 11, the #CdnELTchat team, along with #teslONchat, welcomed JPB Gerald (@JPBGerald) as our special guest moderator for a live chat on the topic of Decentring Whiteness in #ELT. JPB Gerald is a doctoral candidate in Instructional Leadership. His scholarship focuses on language teaching, racism, and whiteness. Learn more at jpbgerald.com or by listening to the podcast, UnstandardizedE. We can also recommend his article in the BC Teal Journal, Worth the Risk: Decentring Whiteness in English Language Teaching, as well as his most recent co-authored piece (with @ScottStillar and @Vijay_Ramjattan) in Language Magazine, After Whiteness.

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Effective Online Tools & Resources for Teachers and Learners


Written by - Guest Contributor
Education, distance education, internet studying, e-learning flat vector illustration. Online classes, training courses, tutorials, online education design for mobile and web graphics
Image source: www.bigstockphoto.com

Over the past two years, I have been attending a lot of webinars, presentations, conferences, dialogues and online courses. I’ve also been reading blogs and articles as well as doing presentations and writing blogposts. I’ve gained knowledge and collected remarkable resources. Tools like the ones below can help us design tasks that will engage and motivate our learners.

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