Professional Development Workshop
University of New Brunswick
English Language Programme
Fredericton, New Brunswick
ESL expertise … 60+ YEARS
1400 participants/80+ countries
Richards and Renanda
• “ An approach is dynamic and therefore subject to some
“tinkering” as a result of one’s observation and experience”
• “Research in second language acquisition and pedagogy
almost always yields findings that are subject to
interpretation rather than giving conclusive evidence”
Richards, J., Renandya, W. (2002). Methodology in language teaching: An anthology of current practice.
New York: Cambridge University Press.
Segments # 1 and 2
The Art of Beginning and
The Language Learning Process
• Starting your day in an English way
• Coming to a teamed agreement for learning and comportment in the
language learning classroom
• Creating a Commitment Contract
• Creating a language learning space
• What is language proficiency and how
do the students “fit in”?
Segment # 3
Exploring Language Proficiency
• What is proficiency?
• Are all language skills
(Reading, writing, listening, speaking) equal?
• How do students progress in each skill?
• What do we see?
• Where can I get help?
Common European Framework Reference
Chinese version / Version chinoise : 欧洲语言共同参考框架：学习、教学、评估, Foreign Language Teaching and Research
Press, Beijing, 2008, ISBN : 978-7-5600-8032-1 – www.fltrp.com
English Version / Version anglaise : Common European Framework of Reference for Languages: Learning, Teaching, Assessment -
Cambridge University Press
ISBN : HB 0521803136 - PB 0521005310 www.uk.cambridge.org/elt
• Can summarize information from different spoken and written
sources, reconstructing arguments and accounts in a coherent
• Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns and
• Can understand the main ideas of complex text on both concrete
and abstract topics, including technical discussions in his/her
field of specialization
• Can understand the main points of clear standard input on
familiar matters regularly encountered in work, school, leisure,
A2 • Can communicate in simple and routine tasks requiring a simple
and direct exchange of information on familiar routine matters.
A1 • Can interact in a simple way provided the person talks slowly and
clearly and prepared to help
Principles and Objectives:
• Learning how to gain control in the language
• Discouraging overanalyzing the language
• Focusing on the correction and not the mistake
What happens when you create opportunities to experiment with the
How do we help the student find his or her voice?
Segment # 4
Creating a Sound Workout
What do we see?
Why teach sound?
• Social interaction
• Intelligibility and Comprehensibility
• Culture and Identity
• Self-Awareness, Focus, Exaggeration, Creative Repetition,
Spelling, Auditory Discernment, Presentation
Live Grammar in Context
What do we see?
Why do we teach grammar?
• Repetition/Production and focus, practice “in
context”, integration into writing, fostering independence, fun
Segment # 6
Exploring the Writing Process
• What do we see?
• Components: “I Can vs. I Can’t”, “Correction is Direction”
(C=D), activating student performance and
involvement, organization, formal language usage
Correction and Self-Assessment
• Celebrating Quarters, Mid-points and end of terms
• Encouraging self-awareness assessment to highlight
achievement and choose future directions
• I now understand …
• I will try …
• TESOL (Teachers of English to Speakers of Other Languages) International Association
• Association for the Advancement of Computing in Education (AACE)
Search Engines for ESL Students:
Online writing resources:
• The Owl at Purdue http://owl.english.purdue.edu
• Multimedia Educational Resource for Learning and Online Teaching: MERLOT
• UsingEnglish.com http://www.usingenglish.com
• Dictionary.com http://dictionary.reference.com
• Freedictionary.com http://www.freedictionary.com
Listening to podcasts:
• BBC Learning English http://www.bbc.co.uk/worldservice/learningenglish/
• CBC (variety of podcasts http://www.cbc.ca/podcasting
• VOAnews (VOA Learning English) http://learningenglish.voanews.com
• Reading on the Internet: The Link Between Literacy and Technology: Elizabeth Schmar-Dobler
Reading Online. Republished from Journal of Adolescent and Adult Literacy, International
Reading Association, 2003
• Implementing the Seven Principles: Technology as Lever (Chickering, Ehrmann)