TESL Canada Journal
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Autonomy, Technology, and Language-Learning in a Sheltered ESL Immersion Program
No full textThis article reports on a classroom-based research project exploring the learning experiences of 30 Japanese English-as-a-second-language (ESL) exchange students in an environment highlighting learner autonomy and the use of technology. It first addresses a growing concern among practitioners, that is, how to create a learning environment that facilitates learner autonomy. One possible answer is a learning structure that first requires students to reflect on their second-language needs and interests. They then set their learning goals, devise projects to help meet these goals, and self-assess their learning. This model was implemented in three multimedia lab classes of two content-based language courses of a sheltered immersion program. The students' learning experiences are examined in a multiple case study relying on data collected through questionnaires and interviews, as well as participants' learning logs, teacher observation, and measures of academic achievement. The data suggest that promoting learner autonomy through experiential learning enhances motivation, metacognitive knowledge, and personal growth. The article concludes by exploring possibilities for the application of this model in regular ESL classrooms
Adjunct Support for High School ESL Learners in Mainstream English Classes: Ensuring Success
No full textThe demographic profile of Alberta is changing rapidly. As the new millennium approaches, new patterns of immigration to Canada, and hence Alberta, are emerging and are forcing educators to rethink the goals of ESL instruction. The current wave of immigrants has expectations for academic success. Educational attention must be focused on programmatic responses that will ensure that ESL learners develop the level of English language proficiency necessary for academic success in high school and post-secondary study. Adjunct ESL instruction that complements the demands of high school English literature courses can result in the development of English language proficiency, and in turn academic success for ESL learners
What's an Objective Anyway?
No full textTeacher trainers (and thus teacher trainees) can often be confused by the array of terminology used for describing goals and objectives in classroom/program planning. With the popularity of learner-centered and task-based learning, is it possible or even necessary to specify objectives when holistic "communicative competence" is the target of instruction? This article acknowledges the controversy among various language experts with regard to the definition and value of objectives. It also confirms the important role that various types of objectives can play in the second language classroom
Beyond Entertainment: Novels and Film Adaptations in the ESL/EFL Classroom
No full textThis article explores techniques for use with longer works of literature and their film versions. Activities include discussions and writing assignments exploring the content of the selected novel or play, whole language exercises combining skill practice with social interactions, a video project allowing students to assume the roles of actors and crew members in their own production of the novel or play, and language learning tasks accompanying the viewing of the novel's or play's movie adaptation
