The 2024 TESL Ontario Conference is fast approaching, and this year’s in-person event, TESL Ontario Connect: Networking, Awards & Fireside Chats, on November 12 promises to be an exciting opportunity for attendees to connect, engage, and celebrate the achievements of the language education community. 
Whether you’re a returning attendee or joining us for the first time, the TESL Annual Conference is underway to deliver insightful sessions, innovative topics, and networking opportunities. We spoke with two of our key organizers: Mohsen Jazeb, Event Coordinator, and Allison Keown, TESL Ontario’s Executive Director, to give you a sneak peek into what to expect. 
Session after session, I integrate a “word of the day” into my lessons for students to add to their notebooks. I explain what the word means, provide examples of its use, and task them with using it that day. But I recently wondered whether it would be better to teach a “lexical chunk of the day” instead, as they tend to have a greater impact than isolated words. Also, students gravitate to these fixed expressions and are always asking what they mean. Indeed, well-known language educator Scott Thornbury supports this approach in Chunk-Spotting–A User’s Guide: “the possession of a memorized store of chunks allows more rapid processing, not only for production but also for reception. It’s quicker to process several words at a time rather than each word individually.”
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If when reading the title, the first word that came to mind was “Relax,” you are lukewarm. Collocation wise, you are correct. However, as a teacher, I am referring to “Reflect” — as in Time to Reflect. Don’t get me wrong; teachers need time to relax, and I have been doing some of that during my summer break from teaching, but as teachers, we also need time to recharge for when classes restart. That is where reflection comes in.
Continue readingThe concept of language ego is intriguing.
People usually discuss ego in psychological terms. In linguistics, however, language ego is seen as a normal and natural byproduct of learning a second language, which has everything to do with the affective part of language learning.
Kiara Kim, Learning and Development Assistant, TESL Ontario
As we prepare for the TESL Ontario 2024 Annual Conference: Navigating New Routes in Language Education, it’s time to spotlight the leaders who are making a significant impact in the TESL community. One shining example is Gonul Turkdogan, the 2023 recipient of the Sparks of Excellence Award. Gonul’s journey since receiving this prestigious award offers a glimpse into the profound impact and inspiration these accolades can bring.
Continue readingWe will be publishing blogs every Monday through the month of July. Thank you for taking the time to read them. We love to seeing your comments, too! 
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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As I scrambled to find an idea for today’s post, I mused about my classes over the last couple of weeks. Had any stood out in terms of student engagement? The answer hit me: our discussions on how language affects the way we see the world. Indeed, before we knew it, we had ventured into linguistic relativity, or the Sapir-Whorf hypothesis. These discussions sprang from our “Language and Culture” unit, specifically a TED Talk by Lindsay Morcom, Associate Professor and Canada Research Chair in Language Revitalization and Decolonizing Education at Queen’s University.
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