This course, Digital ESL, offers a simple, guided path to digital literacy starting with foundation skills training for those less proficient in English. It was designed to maximize hands-on learning opportunities both in and outside the classroom, utilizing students' own smartphone devices. Although originally designed for teaching older adult (age 65+) beginner learners of English, it can be used for teaching common smartphone features to adults of any age!

This course provides knowledge and skills in supporting English Language Development and Inclusive Learningthroughout Out-of-School (OST) environments. Educators learn learn to welcome, support, and enhance language and literacy skill development for all children and youth and respond appropriately to the individualized ELD needs of non-native speakers of English.

Students will talk about actors and actresses, movies they like or dislike, and try to guess the movie based on a description in English.

This ESL lesson plan on consumerism and consumption is suitable to use with advanced-level students. You must use this lesson with mature students that can engage with the content…I know my adult students love this lesson! Not to mention, I love teaching it! In any case, you should use this lesson plan to practice reading, speaking and listening as well as to introduce your students to new vocabulary.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Students will practice communicating medical problems they might come across. Students will also practice finding solutions for certain medical issues. 

In this activity, the lab assistant will work as the server and the students will be guests at a restaurant. The students will practice ordering food, discussing what is wrong with the food, and paying for their meal.

Students will describe what they like to do in their free time. Students will also express what new hobbies interest them or they would like to participate in.

This is an online Swahili course for beginners that is proficient-based built to improve listening, speaking, writing and reading skills. This course uses authentic video that helps to understand the culture of Swahili speaking countries in Eastern Africa. Students will acquire basic skills for beginning level of studying Swahili as a foreign language such as greeting, shopping, transportation, food, and family. You will have an opportunity to listen and practice speaking the language at your own pace. You may need to follow up with and instructor near you for any help. The course DOES NOT count toward any college credits but enable students and teachers of Swahili as a foreign language to use it as additional material to what they are learning in their classrooms.

This course for Administrators provides knowledge and skills in supporting diverse families and enhancing English LanguageDevelopment (ELD) across expressive and receptive language domains for school-age children who are English Language Learners (ELL) or have other learning and language barriers. Administrators learn about  key standards and best practices and explore strategies to implement improved practice, creating a shift in policies and programmatic culture to embrace and support diverse learners, welcoming non-native English speaking families and enhancing the ELD progress of students who are learners of English.

An English Language Learner is anyone, of any age, whose first (or native) language is not English and is currently learning English. Usually, this term is used in the US for students (K-12 and post-secondary) whose first language is not English

This project discusses what an English Language Learner is and the challenges they face in English education. This project also discusses the misplacement of ELL students in SPED classes and why they are incorrectly classified as such.

The English Learner Scaffolds for PBL document provides strategies and recommendations to support English Learners during each phase of a project. It includes guidance on scaffolding the project process, content learning, and language development. The recommendations here align with the planned scaffolding strategies from the Theoretical Foundations and Research Base for California’s English Language Development Standards, provided at the end of this document.Use this to help plan scaffolding for a project to meet the needs of your EL students.

Students will practice reading, oral and listening skills based on the theme Van Gogh’s Bedroom in Arles, by working with a virtual tour of the painter’s bedroom and by producing their own recordings of podcasts about the virtual tour.

Students are introduced to persuasive language expressions that would help them to plan, design, and create a commercial using a task-based approach that would facilitate students' interaction in small groups. This module would take four stages, meeting once a week. The first is introducing the topic to students via reading and listening materials. Then students will be asked to analyze the persuasive language of different commercials. In the second lesson, students will be introduced to more examples of commercials and adds that would help them produce a written slogan, and justify their production. By the end of the session, students will be divided into groups of five to seven students, and brainstorm the topic of their commercial, and assign roles. In the third session, students will hold further discussions of their topics, and fill in any gaps that existed during their previous preparations with the help of the instructor. In the last session, students will display their recorded videos, and all the pre-recorded commercials will be celebrated by the whole class.

This video offers insight into the activities during the implementation of the Erasmus+ KA202 project "Future Trends in Clothing: Trendy, Smart and Healthy" (2018-2020).In this project three vocational schools from Austria, Spain, Germany cooperated with a general high school from Greece. The video is a documentation of the project's reached milestones, the great personal and work experiences we all gained during our international cooperation.It also shows how the work of everyone involved was still successfully concluded under the conditions of the Corona virus pandemic. Even if we where not able to manufacture & market our finalized product idea as planned, the skills we developed, shared and improved along the way are not less valuable.Now, enjoy the video and of course bear in mind ...“The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”

The Essentials of Language Teaching is a resource website for instructors in foreign language and second/additional language teaching contexts. The site provides a concise and accessible overview of the principles, practices, and teaching conventions that are currently regarded as most effective within the community of language teaching professionals.

This resource is designed to allow instructors/language program directors to evaluate the range of representation present in a given foreign language textbook.A PDF copy is attached for easy printing. 

This book disseminates practices shared at the annual event Every Teacher is a Language Teacher held at the Faculty of Education (University of Ottawa) for all first-year Bachelor of Education teacher candidates. This resource responds directly to calls from attendees for a resource that synthesizes the content shared at each workshop, enabling them to access and implement the rich pedagogical knowledge shared. The book is meant to serve as a textbook for Teacher Education courses, graduate courses, as well as an ongoing promotion of research-based practices created by Faculty of Education partners (faculty and graduate students alike) that should be shared more widely with Canadian language educators, teachers and consultants, particularly in its bilingual format. This publication is unique and particularly useful to both pre- and in-service teachers, as it offers modes of practice based on both research and theory. This means it is neither exclusively a lesson plan nor a theoretical analysis; but rather a synthesis that aims to show how the two domains inform one another. We see it as being immediately valuable for teacher and teacher educators, while also filling a gap in the field of language education more widely -- one that embodies anti-racist, ethical paradigms within current interdisciplinary practice in its responsiveness to challenges of modern technology and globalization.

This volume is a result of our annual event, Every Teacher is a Language Teacher, held in 2021 and 2022 at the Faculty of Education of the University of Ottawa. Every year, we organize professional learning workshops for teacher candidates in our program. We invite seasoned teachers and young researchers (many of whom are also teachers!) doing their graduate work at the faculty to share methods, ideas, strategies and activities. Together, our community explores how to work with English and French language learners, as well as learners who come to the classroom with multiple languages in their repertoire. As research and experience have shown us, accessing students’ funds of linguistic and cultural knowledge is a powerful way to include students in the curriculum and center their contributions, identities, and experiences in the learning process. As a community of committed educators, we practice teacher learning with this same mindset – we draw from the personal and professional experiences of our guest presenters and teacher candidate attendees. Together, we speak to the social, cultural and political issues that matter in the classroom and share cutting-edge practices. The chapters in this book are intended for teachers who may or may not have a language teaching specialization. So as to promote equitable access to knowledge, we asked our presenters to write chapters based on their workshops and the experiences they had with our teacher candidates. They write in direct, accessible language and draw on the literature about language learning and teaching grounding their work in tried and tested initiatives. As such, for the reader, we hope the chapters will provide insight into what occurred during the workshops and how they can benefit from these professional learning sessions.