Category Archives: Uncategorized

Subtractive bilingualism? It’s not!

I acquired, learned and even forgot how to speak languages but fortunately, I had retained the ability to re-learn these (forgotten) languages! I speak Nepali, which is my native language. During my early childhood, I learned to speak Hindi when … Continue reading

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A Fact to Think Over in an ESL-ized Way

He was about to cry when he shared this with me, but he later collected his feelings and gradually grew confident of his ability to speak English and go back to work, as he realized during our conversation that it … Continue reading

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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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