Positive Reinforcement in the College Classroom


Written by - Sherry Hejazi

Why is it important for our higher education learners to receive positive reinforcement? Do adult learners have this need? In what ways can instructors provide their adult learners with positive reinforcement?

Sharp (2011) lays it down beautifully, explaining that as we grow up we receive incentives, prices, stickers, and encouragement for the most mundane actions such as making our beds. However, as we grow and become more self-motivated, the amount of positive reinforcement declines exponentially by the time we pursue higher education.

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#CdnELTchat: Join the chat on Tuesday


Written by - teslontario

If you’re on Twitter, join the next #CdnELTchat on Tuesday, April 16th –
Advocacy in #ELT.  Below is a recap of the March 25th chat from the #CdnELTchat moderators.

Dealing with Sensitive Topics in ELT

On March 26th, ELT practitioners from across Canada and beyond connected on Twitter for #CdnELTchat to talk about Dealing with Sensitive Topics in ELT. Bonnie Nicholas (@EALstories) kept the conversation moving by posting questions, while  Augusta Avram (@LINCinstructor) helped out by replying and retweeting, and Svetlana Lupasco (@stanzasl) and Jennifer (@jennifermchow) provided background support.

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Why I became a teacher now, not then


Written by - Svjetlana Vrbanic @lanavrb

I recently got certified as an adult ESL teacher, more than a decade after graduating with a bachelor’s degree in English. Although teaching had been an option in the past, I decided to pursue other avenues—and I’m glad I did.

image source: Svjetlana Vrbanic

Over the years, I had many great experiences, learned many things, and acquired skills that make me a better teacher today. There truly are many different roads to teaching and I would like to share mine.

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It’s a Whole New Food Guide!


Written by - Guest Contributor
image source: Toronto Public Health

You probably heard by now that there is a new Food Guide. Maybe you took a peek online at its new look (Canada.ca/FoodGuide) and wondered what to say to your students or what those changes really are.

Just looking at the plate, you will see some familiar messages – like filling half of your plate with vegetables. No surprise, eating vegetables is good for you because they have lots of fibre, vitamins, and minerals. Eating a variety of vegetables and fruit everyday can reduce the risk of heart disease. Choosing fresh, frozen, or canned can all be great choices; just choose ones without added salt or sugar.

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The Role of the L1 in the EFL Classroom Part I: What Research Says


Written by - Guest Contributor
College students learning in class room and having fun with learn english concept.
image source: www.bigstockphoto.com

In a time where TESOL teaching is turning away from prescriptive methods, and teachers may have the increasing freedom and responsibility of adapting to their students’ needs, a question that faces ongoing consideration is whether or not the first language (L1) has a role in the EFL classroom. The good news for teachers who engage or would like to engage L1 use in the classroom is that this approach is strongly backed by theory and research-based evidence in the field of second language acquisition. Here, in the first part of a three-part series on this topic, I will outline this body of support for incorporating the L1.

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Choosing an App for your Lessons with the Padagogy Wheel


Written by - John Allan @mrpottz
The IOS Padagogy Wheel
From, https://designingoutcomes.com/assets/PadWheelV5/PW_ENG_V5.0_Apple_iOS_PRINT.pdf

“There’s an app for that” ™ is a statement that is so common that Apple trademarked it. As consumers and instructors we all know that there are so many different mobile device applications or apps available to us through online stores. If you want to measure pollution in your location, download the Plume app.  Do you want to talk to a friend?  Use FaceTime. Order takeout? Just launch the Skip the Dishes app.  Some of us have been trying out different language learning apps for the purpose of language teaching. Many of us use apps designed for purposes other than language learning with our students to foster learning. If you think about it, you may have used Whatsapp to communicate with your students or Tinkercad to create real objects or Haikudeck to make a class presentation. There are so many apps available it is difficult to determine if you are making an informed choice when choosing an app for your lessons.

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Discussing Matters of the Heart – How to Keep Your Heart Happy and Healthy


Written by - Guest Contributor
image source: Toronto Public Health

With the arrival of winter comes an entire month devoted to the hardest working muscle in our bodies – the heart. February was heart health month, but it’s important to continue to talk about what we can do to make sure we keep our heart in tiptop shape. The heart works hard to pump blood to all parts of the body 24 hours a day, 7 days a week!

But what happens when we don’t have good heart health? And why is it important for ESL educators to know about this?

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#CdnELTchat: Join the chat on Tuesday


Written by - teslontario

If you’re on Twitter, join the next #CdnELTchat on Tuesday, March 12th. Below is a recap of the the most recent chat from the #CdnELTchat moderators.

On February 26th, ELT practitioners connected on Twitter for #CdnELTchat to discuss Giving Quality #Feedback, a topic that was chosen by #CdnELTchat enthusiasts. Jennifer Chow (@jennifermchow) kept the conversation moving by posting questions, while Bonnie Nicholas (@EALstories) helped out by replying and retweeting, and Augusta Avram (@LINCinstructor) and Svetlana Lupasco (@stanzasl) provided background support. Please contact any of the team members if you have ideas for chats or if you’d like to help out, maybe by co-moderating a chat or collecting the tweets for a summary like this one. 

Feedback can be very powerful if done well. Good feedback gives students information they need so they can understand where they are in their learning and what to do next. During the conversation, we shared tips, experiences and resources on giving effective feedback. We’ve collected the discussion around each question using Wakelet. Click to read the questions and replies.

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What about those Unexpected Fights?


Written by - Stacey Vandenberg

A few years ago, I asked my students to do oral presentations about the geography of their native countries as a speaking test for LINC level 6-7. It seemed like a good idea, one that was more focused on English rather than research. The students prepared their PowerPoint presentations and when the presentation day finally arrived, the first up was Aisha from Pakistan.

She showed us several slides of Pakistan, pausing on the last one that clearly outlined the territory of the country. As Aisha explained the boundaries and its position relative to other countries, another student, Aryo, who was in the back row, jumped to his feet and pointed at the bottom border and said, “That’s wrong, that’s in Afghanistan!” I was still looking at the slide when he rushed up to the slide and traced the boundary he was referring to with his finger. “This is in Afghanistan, not Pakistan!” He kept repeating ever more loudly and stabbing his finger on the slide. I didn’t know it then, but there was a disputed border between the two countries where both were claiming the same land.

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