Being more “meta” : The value of explicit instruction on pedagogical approaches and language-learning strategies

By Melissa J. Enns Recently, I have been busy interviewing teacher colleagues for my thesis. Among the insights they have graciously shared, I have found much to reflect on and inspiration for today’s post. I will discuss the value of offering students explicit metacognitive instruction about the pedagogical approaches we employ in our classrooms and …

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Giving Corrective Feedback on Spoken Language Production

By Melissa J. Enns Recently, guest contributor Yerim Lee shared an insightful post on giving effective written feedback (you can read it here). Today, I'd like to continue in that vein and discuss verbal corrective feedback. Written feedback has its challenges, but it also has the benefit of premeditation; we can take time to put some …

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Is off-task behaviour in the language classroom bad?

Guest contributor: Jihoon Kim Jihoon is a master's student in Second Language Education through McGill University's Department of Integrated Studies in Education. Jihoon's research interests include peer interaction in the language classroom. In North America, communicative approaches to language teaching prevail in most second language instructional settings. Go and check a second language textbook made …

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Reblog: Inspiring teachers to be lifelong learners – 10 ideas to make it happen!

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This post by NovaNews beautifully links many of ideas I’ve been writing about in some very practical ways. What can we as language teachers do to ensure our continual professional growth?

NovaNews

I recently read an impassioned article by Geoff Eggins “Teacher Learners: Towards Realistic and Sustainable ICT Professional Development in Schools” in the journal Education Technology Solutions (Issue 41: April/May 2011).   Unfortunately the article doesn’t appear online.  One can only hope that this and many of the other interesting articles appearing in this publication, will eventually become available to a broader audience.

At the outset, Eggins poses a number of rhetorical questions:

Why [do] many schools ignore the lifelong learning goal for their teaching staff’s professional development?  Has it been decided that teachers will not be in the profession long enough to warrant teaching them how to survive their future?  Have we made the assumption that teachers have already learnt how to learn?

The thrust of his argument is that teachers need to be shown how to learn so that they can not only stay abreast of technological advances in…

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Multilingual Language Awareness

Recently, I did a presentation on Ofelia García's (2008) encyclopedia entry on "Multilingual Language Awareness and Teacher Education." A few of García's points really stuck out to me as crucial not just to language education, but to education as a whole. With that in mind, I decided to share them along with some of my own thoughts. The …

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