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.Continue reading
Category Archives: Accessibility
SAMR Says, Part II
Change is never comfortable, but, as we all know, it is necessary. The SAMR model is flexible and easy to use at all levels of education. To read about ‘Substitution’ and ‘Augmentation,’ please check out SAMR Says, Part I, where we discussed these stages of ‘Enhancement’ and some simple and fast tools you can find to help you move from paper to online without much stress or extra work. Using technology tools that enhance your class, as per the SAMR model, means that you are enhancing yourself, the material, and the students’ experience too.
In this blog, we will be discussing the stages of ‘Transformation’ and how to modify and redefine your approach to allow for more technology in your class.Continue reading
Good Habits for Managing Learning Material
Over the past months, thousands of language instructors across Canada have been unwittingly or intentionally taking on instructional developer responsibilities. They have been cobbling together, rearranging, and refining digital resources and activities from various sources to meet the needs of their students. Many instructors have been generating original learning resources to fill in gaps that appear while teaching online.
Usually, learning materials are prepared ‘on-the-fly’ to anticipate or adapt to challenges that arise from our classroom lessons. What happens to these documents? Often, they are forgotten on a computer drive and discovered on a slow day when you are considering which files to remove to free up hard drive space. These files are hastily named, filed, and saved, so they are lost. Sometimes, it is too much trouble to save and properly file a document that is created just before your online class is about to start. If you are currently teaching online, I am sure you will agree with this! Continue reading
#CdnELTchat and #teslONchat Summary with Guest moderator JPB Gerald: Decentring Whiteness in #ELT
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.Continue reading
Adapting lesson plans for online teaching
Awkward silence and staring at the screen while not knowing what happens next are what students may experience during an online session. On the other side, however, the instructor is trying hard to pull up a file for the next activity. You may think naming the activities of the day will do the job, but perhaps a bit of visual aid helps keeping the plan in mind both for the students and teachers. This is where an electronic version of a lesson plan might play a role.Continue reading
Coping with COVID-19 Using Online Instruction
These are unprecedented, uncertain times, and many students and educators are trying to find innovative ways to keep learning and stay engaged. Virtual learning has become an essential tool for many learners and educators, but there’s so much more to it than your traditional discussion boards. Fortunately, our Guest Blogger, John Allan, has created a thorough and informative webinar to share with the ELT community about virtual learning. Coping with COVID-19 Using Online Instruction is now available to TESL Ontario members and the public.Continue reading
Keeping Online Language Learners Engaged
Most of us are teaching our students in online mode. As the weeks pass, learners and instructors will experience emotions associated with their isolation. This will manifest as fatigue, boredom, depression, and apathy. In order to combat these, we, as instructional professionals must rise to the challenge to ensure that learning endures. Our efforts will provide our students with a sense of normalcy and purpose, and routine to make these troubled times less arduous.Continue reading
Indigenous Cultures and EAP Classes
Should we teach Indigenous cultures and other matters concerning Indigenous peoples in our EAP classes? I’ve been reading about this lately. Here are some things I’ve learned.Continue reading
#CdnELTchat Summary for November 19, 2019 – Out & About: LGBTQIA2+ Learners & Teachers
By Bonnie Nicholas
The #CdnELTchat team hosted a fast-paced chat on November 19; the topic was Out & About: LGBTQIA2+ Learners & Teachers. We were thrilled to welcome Tyson Seburn (@seburnt) as our guest moderator for this chat, and we thank him for sharing his expertise and insights. Participants discussed questions under the headings of barriers, key points, teaching, materials, support, and change.Continue reading
TESL and QR codes
While working on ESP books for a technical program, I found that QR codes were a great solution to add quick links to additional resources. These resources included interactive activities, worksheets, images, videos, animations, graphs and further readings. I am not the first person to think of using QR codes for educational purposes. Links to fantastic resources providing a myriad of uses of QR codes for educators can be found in the additional resources section below. I am offering a few simple practices that you might consider to improve access to resources in your classroom, on your class website, or in your instructional documents.
What is a QR code?
QRs, or Quick Response Codes, were developed for Continue reading