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Category Archives: Uncategorized
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
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
