September is here! The past eight months of warnings of artificial intelligence- or AI- generative chat calamities were heeded by some and ignored by others. Hopefully, you are one of the fortunate ones who work in an institution where AI policies, guidelines, just-in-time support and plagiarism teaching-learning plan statements are ready and accessible to supervisors, instructors and learners. If this is not your situation, this post is for you. Read on to quickly pick up some tips to cope with AI generative chat technologies while your institution works towards comprehensive strategies.
This two-part blog focuses on tips for improving your students’ listening skills with both intensive and extensive listening methods. If you haven’t yet, go read Part I: Intensive Listening, then come back to read Part II. In this second part I will focus on extensivelisteningby offering tips for extensive listening practice, some resources for teachers to utilize, andsome overall listening goals for teachers to bear in mind.
Just like extensive reading, this activity involves listening to ‘self-selected’ listening material slightly below the student’sproficiency level and in large quantities. The focus is onoverall understandingbecause the task is more relaxed and self-directed, with learners listening to longer audio or video selections without necessarily trying to understand every word. The goal of extensive listening is to develop overall listening comprehension skills, get used to the sounds and rhythm of speech, and become more familiar with the language in anatural way. Continue reading →
While some in our TESL Ontario community continue working through March Break (perhaps you had your break in February if you work in higher education), many of us will be taking a breather from our classes. Whether you will be enjoying time to relax at home, or will be getting away from it all, March Break is a great time to take a few moments to catch up on some blogs you missed.
To that end, here are a few more recent blogs that we hope will be beneficial to your practice: Continue reading →
Whether we teach a class in person or we teach an online synchronous course, Mentimeter can accommodate engaging large groups of audiences. If we teach a class implementing Bloom’s Taxonomy approach, Mentimeter can be a great tool in developing a successful and engaging lesson. Continue reading →
If you do not have a permanent, year-round teaching contract in Ontario, I am sure that you have considered alternative careers or income streams from time to time. We all have our own reasons for our professional situations whether they are extrinsic or intrinsic. As I see it, there are five paths forward for short-term, contract ESL instructors in our sector:
In 2018, Beth Beardall posted that reading advances learner grammar comprehension, vocabulary, writing skills, critical thinking skills and speaking fluency in the post Reading, Reading, Reading. Why it is so important! One way to assist your learners with reading is to encourage them to use the Microsoft Immersive Reader tool.
In my last blog, I wrote about the educational movements and how they have encouraged new methods of viewing teaching and learning. They have also made room for new forms of content delivery to be developed. One of the more recent developments in content delivery, which is becoming popular in language teaching, is Task-Based Language Teaching (TBLT), or “learning by doing.” Learning by doing can be defined as performing an action, i.e. enactment; in comparison, other ways of learning something are learning by viewing or learning by listening (Steffens et al., 2015). There is a general assumption that learning by doing creates better memories of an event or action, and so styles like TBLT are becoming more popular.
Teaching research writing and communication courses has been one of the best experiences I have had in my teaching career so far. One of the challenges, however, has been encouraging students to read articles before joining classes. These reading articles are a prerequisite for our students to complete a series of reflective reading and writing practices. Therefore, I have started taking advantage of TED Talks as a not so state-of-the-art, but practical resource for a college communication course. Here are a few ways I use this resource in my classes:
Is it possible for a language to become outdated? Daniel Tammet (2018) answered this question in Every Word Is A Bird: “Language never stops.” “Language evolves over time to reflect the way understanding and beliefs change” (Lellman, 2021). Some expressions that were common a few years ago might not be so common now. This has made choosing good materials more challenging when it comes to real-world language learning.