Using Blogs in the Language Classroom

by Melissa J. Enns Modern digital media technology is creating exciting new opportunities for education. Given my research on using blogging to merge research and practice in language education, today I will discuss the use of blogs as a pedagogical tool in language classrooms. On the surface, blogs provide learners with excellent forums for reading …

Continue reading Using Blogs in the Language Classroom

Language learning for at-risk students: Reviewing and repurposing the French immersion research

Guest contributor: Stephen Davis Stephen is a recent graduate of the Master of Arts in Second Language Education program at McGill University and a French immersion primary school teacher from Saskatoon, Saskatchewan. His research interests include the experiencesLanguage learning for at-risk students: Reviewing and repurposing the French immersion research of Allophone students and at-risk learners …

Continue reading Language learning for at-risk students: Reviewing and repurposing the French immersion research

Gamification of the Language Classroom

Guest contributor: Faten Alzaid Faten is a master's student in McGill's Second Language Education program. She has come from Saudi Arabia to conduct research related to the gamification of education, motivation, and second language acquisition. She believes high quality education grows by enhancing motivation, curiosity and desire. "I should have studied more!" I find this …

Continue reading Gamification of the Language Classroom

What role does group work actually play in language learning?

By Melissa J. Enns Spoken language production has been a recurring theme in recent posts on oral corrective feedback and in guest contributor Jihoon Kim's examination of off-task behaviour. Each of these posts has touched on the topic of pair or group work. Perhaps many of us have never stopped to consider why we use pair/group work or …

Continue reading What role does group work actually play in language learning?

Corrective Feedback and Linguistic Ideologies

By Jihoon Kim and Melissa Enns The scholarly discussion surrounding corrective feedback (CF) has mainly focused on how to correct, when to correct, what to correct, and who should correct errors (for an overview, see Elllis, 2017). What is often missing in this discussion is the social dimension of CF. That is, when a teacher …

Continue reading Corrective Feedback and Linguistic Ideologies