Can’t handle the truth?


Written by - Greg De Luca
image source:www.bigstockphoto.com
image source:www.bigstockphoto.com

Something that I have struggled with for the last ten years as an ESL teacher has been whether or not to properly inform my students about the implications of studying a new language. There seems to be a prevalent preconception among many ESL students that learning to speak English is easier than say, learning the subjects in a college level math course.

To many, abstract subjects like theoretical mathematics or computer programming are obviously more difficult than linguistic subjects. There may be some truth to this concept. However, these courses are often very specific in scope, last anywhere from thirty-two to ninety hours, and require students to simply “remember” and maybe “apply” what they learn. Even though it is a common practice to segment English language programs by level of ability, say levels 1 to 5, or like the CLB, 12 levels in total, these courses are often far from adequate in providing enough time to properly “learn” the content of these levels. Continue reading →

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Organizing Your Personal/Professional Learning Network – Part 2


Written by - John Allan @mrpottz

In John’s previous post, Organizing Your Personal/Professional Learning Network (PLN),  he discussed three types of tools for organizing your PLN start page. This post presents three more useful tools:

Curated Content
A chef curating or cooking content
Created with ChatGPT and friends

For the purposes of this post, curation is defined as aggregated content that has been identified and vetted by a human curator.  You might choose to leave the searching, sorting, repackaging, organizing and publishing to curators.  Serious curators are area specialists who spend a great deal of time and effort to provide their networks with relevant content.  The majority of curated content is located, and shared on a casual basis by common social media participants on an ad hoc basis.  This can be seen daily on your Facebook, Twitter and LinkedIn accounts.  Part-time curation is something that we do when we have a few spare minutes but the dedicated few that are professional curators are tremendous sources for up-to-date content.

Discovering a curator and trusting that they will curate relevant content that meet your professional requirements may necessitate determination and patience, but the results will be worth it.  Just imagine, someone else combing through dozens of sources and hundreds of items to repackage and present the most relevant to your on a daily basis. Continue reading →

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Organizing your Personal / Professional Learning Network (PLN)


Written by - John Allan @mrpottz
The Symbaloo starting page
Symbaloo starting page courtesy of www.symbaloo.com

As presented in my last post, Personal Learning Network Sources, a Personal Learning Network (PLN) can include numerous  resources           that assist communication, resource sharing and professional growth.  I have found that one of the most challenging aspects of PLNs is organizing the content for efficient retrieval.  As PLN resources are added or removed it becomes clear that arranging them is necessary to enable efficient access.   A single starting page, or PLN home page, is a solution that I have found provides effective access to my PLN.

A starting page is the first page of your PLN based on the chosen tool.   One example is using your Twitter account page, Twitter being the tool,  as Anna Bartosik details in her post, How to Connect the Right Way: Using your PLN on Twitter.  I use the tool Symbaloo as my starting page for my PLN. The Symbaloo organizer uses tabs, thumbnail icons and text to provide quick access to my PLN resources.

Below, I offer some PLN starting page options.  Each of these possibilities embody their own strengths and weaknesses.   As a language instructor, you may want to choose one of these options based on your experience with digital organizers, your personal technology skills and the quantity of resources in your PLN. Continue reading →

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The Multilevel Merger – Can It Work For You?


Written by - Laila Al-Sbeinati @lailasbeinati
Image source: www.bigstockphoto.com
Image source: www.bigstockphoto.com

Hello again, dear colleagues!

I was at a friend’s house the other day discussing the usual things moms talk about, when my friend expressed her frustration about her daughter’s multilevel classroom. I asked how her daughter is handling the setup, to which she replied: “She doesn’t think much of it because she’s in the upper grade of the split class. I don’t feel like she’s being challenged enough.” I wondered then how our ESL adult learners — especially the advanced students, might feel about their multilevel classes, should they happen to be in one.

Every class you teach as an adult ESL instructor can be considered multilevel to a certain extent. However, a true multilevel class takes place when there’s a substantial difference in learning levels in the same classroom, (e.g. levels 2-7). I’m sure some welcome the challenge; maybe even thrive on it like: “Who are you because we need to talk?!” While many others dread the thought of being in this situation, dealing with a multitude of learning levels. 

So here are a few tips that I hope you’ll find beneficial: Continue reading →

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Old Classic takes Students on New Adventures


Written by - Guest Contributor
Image source: amazon.ca
Image source: amazon.ca

While clearing out my cupboards, I came upon an old boxed set of classic books that I had bought for my children when they were younger.    Rather than putting them into the donation bin, I thought they might come in handy in my level 3 LINC class.  As it turned out, I found them to be quite a useful tool in the classroom.

I focused in on one particular student (I will refer to him as John) who I felt was just about ready to be promoted to level 4, with the minor exception of a weakness in his reading skills.  He was an excellent, hard-working student, but he was lacking confidence in his own abilities.

I suggested that he take home one of these books and read a little each evening.  The books are small, about 4 inches by 5 inches, and about an inch thick, with brightly coloured illustrations on the covers – not very intimidating looking.  They are adapted Continue reading →

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How do I write faster?


Written by - Tamsin Cobb
Image source: www.bigstockphoto.com
Image source: www.bigstockphoto.com

A typical conversation that I have with students near the beginning of a semester goes like this:

Me: How are things going? What would you like to do today?

Student: Ugh I have so many assignments you know, and I have to study a lot and write so many papers. It took me a long time to write this essay… like 6, 7 days. That’s too much. Please teach me how to write faster.

Me: Writing essays takes me a long time, too.

Student: No. It can’t take you this long… you are a professional and English is your first language. I want to write essays in maybe 4 hours total.

For many students, this request is a very logical one. How do they juggle the multitude of assignments in a 14 or 15 week semester? Writing faster is more efficient and beneficial to them than not writing at all. After all these years, I still don’t have a clear answer because I can’t even write a 10 page paper in 4 hours. Once we get through the initial conversation, here are some strategies I do provide: Continue reading →

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3 Teaching Hacks That Are Going to Blow Your Mind!


Written by - Manpal Sahota
Image source: www.bigstockphoto.com
Image source: www.bigstockphoto.com

*Warning: This post contains snarky and in-your-face concepts to shake up the teaching world as we know it!

Hey friend, grab your favourite beverage, find a comfortable spot to relax in, and prepare yourself for 3 teaching hacks that are going to change the way you give activity instructions.

Have you ever put loads of work into planning an activity and made wicked materials, only to see the activity fall flat on its face in the classroom? Continue reading →

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Personal Learning Network Sources


Written by - John Allan @mrpottz
A visual of a personal learning network
Created with ChatGPT

A Personal Learning Network or Professional Learning Network means different things to different people.  In simple terms, your network includes the people or sources that you learn from in your profession. Generally, the PLN is used by teaching professionals to access resources and ideas, develop their skills and lessons, and connect with others in the profession. In your PLN, you can include subject specific experts, websites, social media resources, online or face-to-face groups, conferences or learning communities.

After reading Anna Bartosik’s post, How to Connect the Right Way: Using your PLN on Twitter, I thought about my own PLN.  In 2013, I facilitated a workshop on potential PLN resources. (see the link below) My PLN has changed in two ways since that time: I have updated some of the resources, and I have refined the organization of my PLN for more efficient access.

Personal Learning Networks are quite a complex topic. In this post, I provide a listing of potential PLN sources with a corresponding exemplar.  In my next blog post, I will provide six possible options for pulling together these resources into a one-stop resources bank such as Anna Bartosik’s Twitter PLN.  Continue reading →

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Bridging the Great Divide


Written by - Nadeen Sullivan
Business friends discussing brainstorming and ideas at meeting inside beautiful modern building place
Image source: www.bigstockphoto.com

I have been teaching in an EAP program for the last six years. The goal of our program is to prepare international students for the experience of studying in a post-secondary program alongside their domestic peers. Understandably, competence in their use of English is paramount. However, I am constantly struck by the fact that domestic students and international students, regardless of their ability to speak English well, remain largely separate on campus, both in and out of classes.

My students often comment that they don’t know how to make friends with Canadian students, and they are worried about the quality of their English and how they will be received. In an effort to bridge this ‘great divide’, I recently had the opportunity for my students to participate in a communicative activity that, for a change, did not involve their own classmates. Working alongside a wonderful colleague and professor in another discipline*, I was able to offer my class of twenty students a chance to meet and converse with the very Canadians they had been worried about meeting (and intimidated by) for a long time. Continue reading →

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Is Competency Based Assessment Useful for Older Language Learners?


Written by - Guest Contributor
Image source: bigstockphoto.com
Image source: bigstockphoto.com

For some time now, I have been having some reservations about the effectiveness and value of the competency based form of assessment that my paymasters have asked that I use in my class of older English as a second language (ESL) learners.

For starters, I don’t think that I am that competent to give what is generally called an objective “competency standard.”  A number of items in a portfolio, including can-do lists, which by themselves seem to put too much pressure on older learners, still leave me questioning myself: What is my standard of competence? And am I assessing my students against my standard of competence?  And not what I think they can do?  Is the notion of competency superseding everything else in class?  The questions keep popping up. And the more they do, the less competent I feel.  Continue reading →

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