Etienne and ESL

Area of Need Action to be Taken When Become familiar with stress patterns in English words. Read up on literature around stress patterns and familiarize myself with them. (ex: Where does stress fall in a compound word?) January 2019 Expand my knowledge of grammatical terms. Read up on grammar rules and take note of any terms that are unfamiliar. Practice explaining these terms to become familiar with them. Ongoing! Become more comfortable with utilising inductive teaching strategies. Look up lesson plans that include inductive teaching strategies; prepare activities which incorporate these. January 2019

TESL 0100 Unit 3 Reflection: Everything in Moderation                                                                                                                        (Source:https://www.flickr.com/photos/61056899@N06/5751301741)  As I went over this week’s assigned readings, I was interested to learn a little about the history of grammar instruction over the past hundred years. What especially stood out to me was how language education went through several “fads”, where views shifted from one extreme to another. During the first half of the 20 th century, two methods were particularly popular; the Grammar Translation Method and the Audiolingual Method (Brown & Lee, 2015). The first of these two approaches was centered on the memorization of grammar rules and the translation of various passages. It focussed heavily on reading and writing skills and only involved explicit instruction, where students were simply given rules without any context for their usage (B

Below, my partner Kathy and I worked to create 3 learner personas that we may find in our classrooms one day. In addition, we analyzed each learner persona with ideas for what we could do for them in the classroom. The first persona was given as an example, however we analyzed that one too. Anyway, I hope you find these learner personas and our analyses of each interesting!  Persona 1 When discussing this profile with your partners, identify how you can use this information in your planning. An Image of the Person Name: Maya Age: 65 Newcomer to Canada (arrived within the last 3 years). Originally from Afghanistan. Lived as a refugee in Pakistan for 10 years. 4 children (adults, the youngest is in college, the oldest is a mechanic in a car shop). Loves cooking. Worked as tailor, continues to provide tailoring services from home. Multilingual. Education and Experience First free classes of formal education in first languag

Goal-setting can be tricky for many people, especially ESL students because quite often they don't know where to start or how to go about it. The resource I chose is just as much about HOW to set goals as it is about actually setting those goals. This collection of resources was developed by a group of LINC instructors based in Edmonton to help students at an intermediate level of English with setting goals that are realistic, observable, and doable. These resources are based around the acronym SMART, (Specific Measurable Achievable Realistic Time-Based) and gives students a template to follow when setting their goals, so that they achievable.  The first link provides an explanation for SMART goal setting, as well as examples for students to go over as a class.  https://www.scribd.com/document/335518743/smart-goals?secret_password=rqQ2JYhGQTX0bnsZGdhD#fullscreen&from_embed   The next link contains a follow-up activity for students to go over a series of goals and identif

TESL 0100 Unit 2 Reflection: Moving Beyond the “Plateau”                                                       (Source: https://upload.wikimedia.org/wikipedia/commons/1/11/Old_Harry_rocks_cliff.jpg) As unit two of this course comes to a close, I would like to take some time to reflect on Brown and Lee’s overview of teaching learners at the intermediate level. In this section of their book, “Teaching by Principles”, they describe how it is common for learners at this stage to feel that they have “…reached a plateau in their language learning and do not perceive that they are making further progress.” (Brown & Lee, 2015, p.146) This statement really resonated with me because I personally have experienced this very phenomenon.   For the past ten years, I have been studying Japanese on and off and have come to a point in my abilities where I feel that I too have come to a plateau in my learning. I know enough Japanese to get by and communicate effectively, however, I st

Learner Profile: Self-Analysis An Image of the Yourself Name: Etienne Age: 26 Born and raised in Winnipeg, and proud of it! I enjoy learning new languages and have studied Japanese, French, Spanish and Korean (Duolingo has been a huge help!) I also enjoy travelling and trying new foods. Education and Experience Bachelor of Arts from the University of Manitoba, with a major in linguistics. I am proficient in Japanese at a JLPT (Japanese Language Proficiency Test) N2 level. Role and Responsibilities I currently work in retail, so some of my responsibilities include assisting customers, restocking product, taking inventory, mailing out customer orders and filing monthly sales reports.   Digital Skills Microsoft Office, Google Docs, Twitter, Facebook, Blogger, etc. Relevant Skills and Knowledge I have experience working with youth in Canada and overseas in Japan. I have helped plan and lead variou