Author Archives: Raj Khatri

About Raj Khatri

In addition to providing mentoring services to pre-service ESL/EFL instructors, I have always enjoyed for over 15 years facilitating both adult and K-12 ESL and EAP classes that include international, immigrant and refugee students in a variety of settings across North America and South Asia. The opportunity to work as TESL Practicum Supervisor at the Department of Linguistics of the University of Victoria between 2014 and 2019 helped me share with and learn from colleagues and enhance my knowledge and expertise in the field.  I had served as an ESL Instructor III at the University of Regina for two years and a half before joining Camosun College as an ELD Instructor in the fall of 2014. I always appreciate the opportunity I was provided with to facilitate EAP, ESL, LBS and LINC classes in various capacities, including Professor at Centennial College, Instructor at the Toronto Catholic District School Board, Seneca College, and Centennial College in Toronto, and Lecturer at Padma Kanya Multiple Campus (Tribhuvan University affiliated) and Teacher at GEMS in Kathmandu. Awarded the University of Victoria Fellowship (2014) and the Geoffrey & Alix O'Grady Scholarship in Linguistics for Academic Excellence, I am currently working with Dr. Huang on my doctoral studies in linguistics, with a major focus of research in applied linguistics, while still continuing to facilitate EAP classes and supervise TESL practicum students in BC. Before I completed my Special Education program with Honors at Queen’s University in Ontario and got certified to teach in the K-12 public education system as an Ontario College teacher (OCT), as well as to teach adult ESL classes as a TESL Ontario accredited instructor in 2009, I had worked with Dr. Haulman and earned my second Master’s degree in TESL at the University of Central Oklahoma, where I had received the President’s Honor Roll for four consecutive semesters and graduated Summa Cum Laude. I was deeply honored when Brad Henry, then Governor of the State of Oklahoma in the United States, recognized my public input about college safety and public education in 2007 and 2008. Holding the belief that it is important to give back to the community, I have always been engaged in voluntary activities, both in professional and community-related areas and have been enjoying working with people from diverse linguistic and cultural backgrounds. My voluntary services extend from providing support to schools and school libraries and in Nepal to facilitating ESL/EAP classrooms at various settings, including at the Toronto District School Board, the Toronto Catholic District School Board, and Regina Public Schools and supporting voluntary organizations that include the Regina Food Bank, the Salvation Army (Regina), the Regina Green Patch, and Victoria Immigrant and Refugee Centre Society in various capacities. I have been an accredited member of TESL Canada (Professional Standard III Permanent, since 2009), and Ontario College of Teachers (OCT; since 2010), and I hold Saskatchewan Professional 'A' Certificate. As well, as a member, I have been participating in professional development activities at TESOL and BC TEAL since 2007 and 2013 respectively. My areas of research interests are second language reading strategies, second language writing, intercultural communication and classroom practices, and adult ELLs with disabilities. Thank you for visiting! Happy Exploring!

Using Task-based Instruction in Canada: Can Sheltered Instruction Complement? (For presentation at JALT PanSIG 2017)

I would like to invite you to my presentation titled “Using TBI in Canada: Can Sheltered Instruction Complement?”, which is taking place at 11:00 AM on Sunday, May 21 in B101 at Akita International University in Japan. I will start … Continue reading

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Working with differently-abled learners in ESL/EAL classrooms

Do you teach an adult EAL class with exceptional students? Or, do you feel that some of your adult EAL students who are yet to be diagnosed with disabilities might benefit from differentiating instructions? Then you may find this article (pp. 6-9) … Continue reading

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Reaching Differently-abled Adult ELLs: Drawing from Canadian Experiences

I will be presenting on “Reaching differently-abled adult ELLs: Drawing from Canadian Experiences” on Thursday, March 23 at the TESOL 2017 International Convention in Seattle, Washington!    

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Using SQP2RS to develop reading comprehension

Follow this link to an article on developing reading comprehension through the use of SQP2RS published in March 2016 in TESOL Connections: Developing ELL Reading Comprehension Skills: SQP2RS

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Reading Strategy Use among adult EFL Learners in Nepal

Research interest in L2 reading strategy use has been growing considerably among second language practitioners and researchers. Reading strategies are the comprehension processes employed by readers to make sense of what they read (Brantmeier, 2002). As there is a wide … Continue reading

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SIOP “Sheltered Instruction Observation Protocol” and ESL Classrooms

The SIOP Model [Note: This information was partly published in the TESL Saskatchewan Newsletter (Winter, 2013); the link to the blog information wasn’t provided in the newsletter.] The SIOP Model is a “comprehensive, well-articulated model of instruction” for teachers teaching … Continue reading

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Working with Students with Learning Disabilities? Here are the Strategies!

Studies show most students with learning disabilities require differentiated teaching and assessment system in inclusive classrooms, possibly in combination with assistance from resource teachers and other specialists as depending upon severity of disabilities. Teachers should understand circumstances in inclusive classrooms and … Continue reading

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