Author Archives: Raj Khatri

About Raj Khatri

I have always enjoyed facilitating both adult and K-12 English for Academic Purposes  (EAP) classes that include international, immigrant and refugee students and mentoring ESL/EFL pre-service teachers for over fifteen years in a variety of settings across North America and South Asia. The opportunity to work as a TESL Practicum Supervisor at the Department of Linguistics of the University of Victoria has further 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) in Kathmandu. Awarded the University of Victoria Fellowship (2014) and the Geoffrey & Alix O'Grady Scholarship in Linguistics (2015/016) 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 other community-related areas, and have been enjoying working with people from diverse cultural backgrounds. My voluntary services extend from donating books to school libraries and financially supporting schools 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, such as the Regina Food Bank, the Salvation Army (Regina), the Regina Green Patch, and Victoria Immigrant and Refugee Centre Society. 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!

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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Mixed Methods Research

Mixed methods research has been gaining popularity among researchers in social and behavioral sciences around the globe these years as it is “increasingly articulated, attached to research practice, and recognized as the third major research approach” (Johnson, Onwuegbuzie, & Turner, … Continue reading

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“cognitive pruning” or systematic forgetting in Second/Foreign Language Classroom

Cognitive pruning involves the process of eliminating unnecessary clutter from and allowing more important aspects to fill in the gaps into the cognitive field of a learner (Brown, 1972). Very interestingly, some of the small aspects learned already gradually lose … 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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Language Experience Approach in Second Language Learning and Literature Based Approach

Research shows that language experience approach is a useful way to motivate students for their reading and writing skills. When the instructor gets his or her students to do their own writing, he or she is preparing the reading material … Continue reading

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Krashen’s Acquisition-Learning Hypothesis

Stephen Krashen’s (1982) Monitor is one of the models of second language acquisition influenced by Chomsky’s theory of first language acquisition (Lightbown & Spada, 2006). Faltis and Hudelson (1998) claim that though Krashen first introduced the Monitor Model in 1977 … Continue reading

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Children and their Language

It’s quite interesting that after anguished crying and babbling stage in the beginning, children gradually learn their language and become able to gain competency. There are several studies conducted to investigate how children learn their languages. Though several language theories … Continue reading

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