TESL Canada Journal
Not a member yet
936 research outputs found
Sort by
Lives on Hold: ESL in a Restructured Society
No full textA survey of ESL in Auckland, New Zealand, in the light of the pervasive restructuring of society and education in the last 15 years finds that the lives of adult immigrants are difficult and precarious. Many realize their previous training and experience are unsuitable for their chosen occupations, and so they have to make drastic career changes. Their main contact with fluent English is largely limited to ESL classes rather than the English environment around them. New Zealand government immigration policies seem opportunistic and discriminatory. Institutions face difficulties in funding some ESL programs and so encounter problems in planning and continuity.A Auckland, en Nouvelle Zelande, une etude de ALS dans le contexte d'une restructuration profonde de La societe et l'education depuis les 15 dernieres annees a revele que La vie des immigrants adultes y est difficile et precaire. Plusieurs parmi eux se rendent compte que leur formation et leurs experiences anterieures sont mal adaptees a leur profession et qu'ils doivent donc entreprendre des changements de carriere radicaux. Leur contact le plus important avec l'anglais courant s'effectue le plus souvent en salle de classe ALS plutot que dans l'environnement anglais ou ils vivent. Les politiques sur l'immigration du gouvernement de La Nouvelle Zelande semblent opportunistes et discriminatoires. Les problemes de financement relatifs acertains programmes ALS que connaissent les institutions rendent difficiles La planification et La continuite
Pronunciation Teaching Practices in Canada
No full textWe surveyed 67 ESL programs in Canada to determine to what extent pronunciation is taught and which resources are most often used. The survey also requested demographic information about the respondents and their ESL programs, classes and students, methods of teaching, and participants' attitudes. The respondents from approximately half the programs offer stand-alone pronunciation courses, and the balance reported that they integrate pronunciation teaching in their general ESL classes. The majority of respondents said that it was important to teach pronunciation at all levels, although few teachers have special training in this area. Resources preferred by the participants are discussed with regard to their emphases on segmental and suprasegmental aspects of pronunciation.Par le biais d'un sondage, les auteurs ont etudie 67 programmes d'ALS au Canada dans le but d'evaluer dans quelle mesure on y enseigne la prononciation et de determiner aquelles ressources on a le plus souvent recours. De plus, le sondage a permis de recueillir des donnees demographiques ainsi que de l'information sur les programmes d'ALS (cours, etudiants, methodes d'enseignement et attitudes des participants). Les reponses indiquent qu'environ la moitie des programmes offrent des cours integraux (autonomes) de prononciation; l'autre part consiste en des programmes dans lesquelles la prononciation est integree aux cours generaux de ALS. La majorite des repondants ont indique qu'il etait important d'enseigner la prononciation it tous les niveaux, meme si peu d'enseignants avaient la formation necessaire pour le faire. L'article inclut une discussion des ressources que preftrent les participants par rapport a l'importance qu'elles accordent aux aspects segmentaux et suprasegmentaux de la prononciation
Time, Timing, Timetabling: Critical Elements of Successful Graduation of High School ESL Learners
No full textAs we begin the new millennium, it is clear that the classrooms of today are unlike those of the past. The most visible change has been the diversity now present in our high schools, reflected in the large numbers of students who are learning English as a second language. These students are in the process of developing English language proficiency at the same time as they are pursuing high school graduation requirements. School administrators can apply what is known about the process of developing English language proficiency when making decisions about deployment of staff and building their school timetable. When time, timing, and timetabling converge in a school plan that permits the development of English language proficiency while ESL students are in the mainstream, the success of ESL students can be greatly enhanced
Fostering Learner Autonomy in an ESL Classroom
No full textThis article reports on an action research project on ways and means of promoting learner autonomy in an ESL classroom. It focuses on the implementation of an autonomy-based English program with a group of first-year university students at the Hong Kong Polytechnic University. The context and objective of this autonomy-based program are presented, classroom procedures and group learning tasks are described, and suggestions are provided for teachers to adapt these procedures and tasks to suit the needs of their particular students
A Conversation with Sandra Kouritzin on "Bringing Life to Research: Life History Research and ESL"
No full textConversation with Sandra Kouritzi
Culture in ESL Instruction: An Analytic Framework
No full textThe English-as-a-second-language (ESL) classroom for adult immigrants in Canada is often culturally diverse. From an instructional perspective, the role of culture can be complicated. This article presents a framework for examining culture in an ESL instructional context. An explanation of the rationale behind the framework is followed by a description of the way the framework was applied to the LINC Curriculum Guidelines (Citizenship and Immigration Canada, Ontario Region, 1997) to test its usability as an analytical tool. Suggestions are made for directions for further research