Mind Map - Equity and Diversity

Mind maps are a creative brainstorming tool used to conceptualize content when designing a course.

This mind map was used to design a specialized Level 5 integrated skills ESL course. The course covers all of the linguistic skills - listening, speaking, reading, writing, pronunciation and grammar. Discourse skills and vocabulary specific to the field of Equity and Diversity are also covered.

The course flows through three units, each unit represented by a yellow flower - the history of multiculturalism in Canada; Equity Legislation both federally and in an academic setting; and various communication skills using diversity and self-advocacy themes. The student centered philosophy of this course in reflected by the orange tulips with activities such as exploring student cultures in class, personal comparisons between the ESL students' home culture and Canadian culture, the pros and cons of diversity, and an exploration of the advantages of diversity at school, in employment, in society, and in social justice.

Some of the expected outcomes of this course, represented by the soaring birds are - communicative competence, academic achievement, fun, self-advocacy, empowerment, social comfort and integration.

The course would use a variety of learning strategies and learning styles, a multisensory approach and teaching with technology.

Designed by Susan Howard-Azzeh for Charles Voth's Curriculum class at Niagara College, Ontario.

Enjoy !!

Mind Map

Mind maps are used as a brainstorming tool when designing course context.

Here’s one used to conceptualize content for an ESL reading course for students preparing to enter the general stream of a college or university.

Designed by Kim Lester, Carrie Ann Penner and Susan Howard-Azzeh for Charles Voth, Curriculum Design, Niagara College.

#8 Listening Websites

On-Line Authentic Listening Sites.

1. Randall’s Cyber Listening Lab
http://www.esl-lab.com/
Online listening quiz site created to help ESL/EFL students self-test and improve their listening comprehension via interactive Web pages (semi-authentic).

2. CNN
http://www.literacynet.org/cnnsf/,
The Learning Resources site offers web-delivered instruction using current and past CNN Stories Each module includes the full text of each story and interactive activities to test comprehension. The learner can choose to read the text, listen to the text, and view a short video clip of the story. Each module is designed for ease of use so the learner can use it independently. The instructor can also incorporate any story into class activities and lesson plans.

3. Brain Tracks
http://braintracksaudio.com/sound_bites.htm
Authentic voiceover demos containing bits of 4 or 5 advertisements spliced together. Speech is lightening fast and truly authentic. Good test for advanced listening students, or a method of exposing students to popular American culture regarding radio advertisements.

4. CTV
http://www.ctv.ca/
Canadian News, Entertainment and sports.
(Canadian AM has great video/audio)

5. Hollywood Online Movie Talk
http://www.hollywood.com/celebs/
Short interview clips with movie personalities.

6. Brain pop
http://www.brainpop.com/
This site is aimed at kids, but the science related animations have real possibilities for the ESL classroom.

7. National Public Radio
http://www.npr.org/
U.S and World online Information Source. Comprehensive web site for news, entertainment, sports, business, and a complete guide.

8. Friends Scripts
http://www.eigo-i.com/friends/
Complete scripts from the sit-com Friends.

9. Simply Scripts
http://www.simplyscripts.com/unpro_all.html
Original movie scripts and fan fiction for you to read on line, free. Unbelievable!

10. ESL Independent Study Lab
http://www.lclark.edu/~krauss/toppicks/listening.html
Links to authentic and semi authentic listening material. Divided by level.

11.Cultural Debates On-line
http://www.teachtsp2.com/cdonline/
This online activity makes multicultural studies come alive! You'll watch video, learn about issues, read and write opinions, and see what others think too.

12. Moonlit Road
http://www.themoonlitroad.com/welcome001.asp
Ghost stories haunt the moonlit back roads of the American South. Their roots in Southern culture and folklore are deep. Each month, The Moonlit Road brings you these ghost stories and other strange Southern folktales, told by the region's best storytellers.

13. NewsHour with Jim Lerer
http://www.pbs.org/newshour/newshour_index.html
Listen to the daily news from this respected show on PBS (the Public Broadcasting System). Some of the stories have only audio and others have the written text so you can read along as you listen. Also, on the left side of the screen is a subject index of over 30 topics. Each contains the past NewsHour stories, again with text and audio.

14. National Geographic
http://pulseplanet.nationalgeographic.com/
Listen to short audio segments on nature, culture and science from National Geographic. In the Archives section, you will find short audio clips that have text you can read as you listen.

15. Radio Diaries
http://radiodiaries.org/radiodiaries.html
More than 30 stories - people document their own lives for public radio: teenagers, seniors, prison inmates and others whose voices are rarely heard, includes transcripts) .

16. CBC Home Delivery
http://www.cbchomedelivery.com/archives/
CBC Home Delivery is part TV, part radio, part magazine photo essay, with just the right amount of interactivity. The result is great storytelling.

17. Songs and Lyrics
http://english.baladre.org/sedaviwebfront/listenings.htm
Collections of popular songs and with exercises.

18. English Listening Lounge
http://www.englishlistening.com/
Great for authentic listening practice for lower to advanced learners.

19. Yahoo Launch
http://launch.yahoo.com/
Links to news, music and music videos.

20. ELLO
http://www.elllo.org/
The site is for students and teachers of English. In my opinion there is a huge need for authentic, graded listening for learners, especially new learners of English. Also, this site is for teachers around the world who are looking for alternative listening materials for their students.

21. Virtually American
http://www.virtuallyamerican.com/
Excellent site for advanced students. Streaming audio of radio programmes including: comedy, drama, suspense, social satire, science fiction and classic radio. Not specifically for ESL.

22. English Pronunciation
http://international.ouc.bc.ca/pronunciation/

23. Christmas: History
http://pulseplanet.nationalgeographic.com/ax/archives/01_culturetemplate.cfm?programnumber=2562
Just what the name says….

24. The Internet TESL Journal's
http://iteslj.org/links/ESL/Quizzes/Quizzes_with_Sound/index.html
ESL : Quizzes : Quizzes with Sound (lower Levels).

25. Movie Trailers
http://www.english-trailers.com
Watch English movie trailers. Includes variety of ESL activities including cloze and quiz questions.

26. Real.com The best of interviews, previews & Hollywood headlines.
http://celebs.guide.real.com/?rnd=1114696622684&has-player=true&flash-version=7&version=6.0.12.857
Clips of celebrity interviews.

27. Lyrics Universe
http://www.azlyrics.com/index.html
Lyrics to popular songs.

28. ESL News (1-A Lanuage.com)
http://www.1-language.com/eslnews/indexnew.htm
News reports from around the world. Most of these news articles use streaming audio. Includes gap-fill and multiple choice questions.

29. English Language Learning Materials and Teaching Resources
http://www.btinternet.com/~ted.power/phono.html
Common Pronunciation Mistakes in English by Language Background.

30. StoryCorps
http://www.storycorps.net/
StoryCorps is a national project to instruct and inspire people to record each others' stories in sound. Offers a variety of authentic interviews about a variety of social and humanitarian issues.

31. Wait Wait... Don't Tell Me!
http://www.npr.org/programs/waitwait/index.html
Wait Wait... Don't Tell Me! is NPR's weekly hour-long quiz program. Each week on the radio you can test your knowledge against some of the best and brightest in the news and entertainment world while figuring out what's real news and what's made up. On the Web, you can play along too.

32. ABC Asia Pacific
http://abcasiapacific.com/livingenglish/
ABC Asia Pacific is the Australian Broadcasting Corporation’s free to air international satellite television and online service, offering a rich and diverse range of information and general programming.

33. Authentic American Pronunciation
http://evaeaston.com/pr/home.html
Pronunciation practice with real audio.

34. English Baby
http://www.englishbaby.com/community/index.htm

35. Advanced Listening Students Homepage
http://www.actionenglish.com/Advanced_Students/Advanced_Students.htm
Links to advanced listening websites and excercises.

36. PBS News Video Search
http://www.pbs.org/newshour/video/index.html
Provides on-line audio and video latest news stories. Search by news category. Good site!

37. Traveller’s Journal
http://www.travelersjournal.com/stations.html
Interesting audio recording from travellers around the world.

38. Voice of America Special English
http://www.voanews.com/specialenglish/
News for ESL learners (in slower English).

39. Podcast.net
http://www.podcast.net/
Podcasts on a variety of subjects.

40. Podcast.com
http://www.podcast.com/
Podcasts on a variety of subjects.

41. Script-o-rama
http://www.script-o-rama.com/snazzy/dircut.html
Great Links to TV and Movie Scripts.

42. Youtube
http://www.youtube.com/
Personal video broadcasts.

43. Slang City
http://www.slangcity.com/songs/index.htm
Songs with the slang explained.

44. All About ESL Podcasts
http://esl.about.com/od/englishlistening/a/intro_podcasts.htm


Suzan's rating: ***** stars.

#7 Pronunciation Websites

Many thanks to Frank Bieri, TESL and ESL Instructor, Niagara College, Ontario, Canada for recommending the following pronunciation links ~ a wealth of information. Check it out !

1. Merriam-Webster Talking Dictionary
http://www.m-w.com/netdict.htm

2. *Okanagon College English Pronunciation and Listening http://international.ouc.bc.ca/pronunciation/

3. EnglishClub.com
http://www.englishclub.com/pronunciation/index.htm

4. Authentic American Pronunciation
http://evaeaston.com/pr/home.html

5. Minimal Pairs
http://www.manythings.org/pp/

6. *Universite' de Franche-Comte'
http://cla.univ-fcomte.fr/english/sites/pron.htm

7. Workpage University of Florida
http://www.e-pron.com/

8. Various English Dialects
http://www.fonetiks.org/

9. Mouth Manglers
http://www.elfs.com/MMz.html

10. ESL Mania http://www.eslmania.com/students/accent_reduction/Tongue_twister_with_audio.htm

11. Video Podcast B and P, L and R...
http://www.ugoeigo.com/

12. Clifford the Big Red Dog - Interactive Storybooks http://teacher.scholastic.com/clifford1/flash/vowels/index.htm

13. Songs
http://pbskids.org/lions/songs/

14. *IPA Chart, Vowels and Consonants with Sound http://www.phonetics.ucla.edu/vowels/contents.html

15. IPA Vowels
http://faculty.washington.edu/dillon/PhonResources/newstart.html

16. IPA Consonants
http://faculty.washington.edu/dillon/PhonResources/consframe2.html

17. Common Pronunciation Mistakes by Language Background... http://www.btinternet.com/~ted.power/teflindex.htm

Suzan's rating: ***** stars :)

Web Review #6

Fahrenheit 451: Banned Books Reading Campaign.

http://www.pelhamlibrary.blogspot.com/

Freedom to Read Week

February 23 - March 3

Fahrenheit 451: Banned Books website hosts a discussion on censorship through the Pelham Public Library in Fonthill, Ontario, Canada http://www.pelhamlibrary.on.ca/ . Readers can take the "Banned Book Challenge", scan lists of banned books, explore a comprehensive list of banned books websites and resources, read reviews of banned books or write their own reviews !

Freedom to Read Week is an annual Canadian event that encourages everyone to think about and reaffirm their commitment to intellectual freedom, which is guaranteed to all Canadians under the Charter of Rights and Freedoms. Freedom to Read Week is organized by the Freedom of Expression Committee of the Book and Periodical Council.


Although the Fahrenheit 451: Banned Books reading program and website are not designed for ESL students in particular, Freedom to Read is an important campaign and concept to introduce to Advanced ESL students. Whether at Niagara College or across the border, the program is accessible to all. There is an abundance of materials available on the website; and readers, can tell others on-line which books they plan to read, why they thought the book was banned, and what they felt about the book after they had read it. Libraries all across Canada are participating in the Freedom to Read Campaign. ESL students and others anywhere in Canada can visit their local libraries, browse the banned books lists, borrow and read a banned book.


For ESL students at Niagara College - Welland Campus, Ontario, the Pelham Public Library is 5 minutes down the road at 43 Pelham Town Square in Fonthill. For more information, e-mail Elaine Anderson through the Fahrenheit 451: Banned Books website or at fahrenfeit451moderator@gmail.com or phone the library at 905-892-6443.


My favourite banned book, "Three Wishes: Palestinian and Israeli Children Speak" by Niagara authour Deborah Ellis is featured on the website. Deborah spoke at Pelham Public Library this past year and is participating in the Banned Book Reading Challenge.

Catch an interview with Deborah Ellis at http://pelhamlibrary.blogspot.com/227/02/deborah-ellis-to-take-banned-book.html

Read about a Grade 5 student who became the first child to receive the Writers' Union of Canada's Freedom to Read Award for her defense of "Three Wishes" at http://www.thestar.com/article/186441 . Reproduced with permision - Torstar Syndication Service.

.
Suzan's rating: ***** stars

Web Review #5

The Oxford English Dictionary

The definitive record of the English language !

http://www.oed.com/

The Oxford English Dictionary is widely respected as the authority on both the English lexis and of the evolution of the English language. It is an unsurpassed guide to the meaning, history, and pronunciation of over half a million English words. The OED provides word meanings in context and is suitable for all levels of learners, both ESL students and native speakers of English.

You can take a virtual tour of the on-line version at http://dictionary.oed.com/tour/step-1.html

A print copy of the Concise Oxford Dictionary has sat on my desk throughout highschool, University, adulthood and now College. It is well thumbed and as familiar as an old friend. So it is with pleasure to discover that it is now available Online.

One disappointment is that, while spoilt by a wealth of free information on-line, individuals must subscribe to the Oxford English Dictionary Online at a cost of $295. a year or $29.95 a month.

However, one can receive the OED's Word of the Day free by RSS web feed or email. To receive Word of the Day send an email to wotd@oed.com, with a message consisting of subscribe wotd-amer-1 . Leave the Subject line blank.

The site also includes information on how to cite the OED Online in essays and papers, Browser tips, and a section of Learning Resources intended for native speakers aged 11-14, 14-16, 16-18, and University level. The Learning Resources Section includes Word Stories, Links and Quizzes. Again one must be a paid subscriber to use these resources.

One can take a 37 page virtual tour of this very extensive on-line dictionary at http://dictionary.oed.com/tour/step-1.html . You can search by word (if you don't know how to spell a word add a *), and by phrase and proximity. Of course the dictionary includes parts of speech and pronunciation. Oddly, sample words presented are very obscure.

After taking the tour I must admit that I greatly prefer my old print version of the Oxford Concise English dictionary. The on-line version would be useful for libraries, schools and other institutions, particularly institutions of higher learning.

Suzan's rating: *** stars

Also recommended: http://math-www.uni-paderborn.de/HTML/Dictionaries.html .

For a Review of this website, see Dave Tyminski under: my fellow tesl professionals on the right hand side of this blog.

Web Review #4

The Rosetta Stone. Wow !

The Rosetta Stone Language Learning Systems http://launch.rosettastone.com/ is amazing. No wonder I've heard it mentioned so frequently. It offers 30 languages in a completely interactive system with photos and sound, and the use of native speakers. For the listening and reading exercises all you need is your computer screen and a pair of headphones and you're off to an enjoyable and productive learning experience. Choose a mini-demo from a few sample languages - English, Spanish (Lat Am), French, German and Italian http://www.rosettastone.com/en/individuals/demo or upload a much longer demo from any of the Rosetta's Stones' 30 offerings. It only takes a few minutes to upload the additional software needed to access the expanded demos. After 2 hours exploring the Rosetta Stone, I finally reached saturation and needed to get off the computer for a coffee. The sample demos and expanded lesson were somewhat repetitive but they were very effective in teaching the language. I sampled all of the mini-lessons and worked through the longer version of Arabic. It is one thing to speak Arabic, it is another to learn to read the cursive Arabic script which uses an alphabet completely different than English, similar to Pitman's shorthand, and which is read right to left versus English which is read left to write. However, the lessons were very effective in familiarizing the user with entire Arabic words and short phrases even without the alphabet having been taught separately in the speaking lesson.

The system is designed for new and more advanced learners at all levels, is totally interactive, and offers lessons in listening and reading, speaking and writing. It was easy to navigate, except that once inside the expanded lesson the user cannot use the back button. Rather if the user makes several mistakes the program takes one back to an earlier lesson until mastery is reached. This concern can be addressed by spending an additional 20 minutes in the program to become familiar with all of its features.

I look forward to exploring the advanced levels of the reading and listening units, and to also exploring the speaking and writing lessons.

Of course, when learning a subsequent language nothing can truly replace one on one personal interaction. Students generally want feedback from a human being, not a computer. To master a language one must have opportunities to use it for authentic purposeful communication within a classroom or in a language community, which the Rosetta Stone does not provide. The program would however make a valuable complement to a classroom learning environment for practice, remedial help and homework. For students teaching themselves a subsequent language without the availability of language instructors, the Rosetta Stone is definitely an excellent alternative !

I will certainly visit the Rosetta Stone again.

Suzan's rating: ***** stars

Web Review #3

The Writing Workbench.

I was looking for a text analyser software program called the Writer’s Workbench, which was mentioned in “Technology in the Writing Class: Uses and Abuses” by Dana Ferris and John Hedgecock, instead I came across a website called “The Writing Workbench”. http://www.writing-workbench.com/about.html . A fascinating and eminently useful site !

The Writing Workbench website was not designed specifically with ESL students in mind, but Advanced ESL students will find it intriguing and very practical.

In a straightforward and easily navigable manner the site takes the reader through the process of writing from, “ Creating - needed for most projects, especially for fiction; Books - get familiar with your subject matter; Writing - nuts and bolts of the craft; Editing - break throughs happen here; Publishing - sell your work.” The site includes an interactive writing workshop and access to feedback from fellow writers http://www.internetwritingworkshop.org/ .

The complete text of the classic writer’s bible “Strunk and White’s Elements of Style” is available on the site http://www.bartleby.com/141/ . Also available are excellent excerpts from “Self-editing for the fiction writers” by Rennie Browne and Dave King. When you feel ready to be published there is also an extensive directory of literary agents.

Suzan’s rating ****1/2 stars

Web Review #2

Fun, Fun, Fun :)

Personally I totally enjoyed my time on EnglishLearner.com at http://www.englishlearner.com/tests/tests.html

It offers a multitude of interactive activities for the Beginner ESL learner all the way to the Advanced Level. One can participate in activities ranging from traditional English Language Grammar, Vocabulary and Comphrehension Lessons, completed and corrected on-line; play the alphabet and word game "Hangman"; read and fill-in an "Are You Psychic?" survey; or review samples of the TOEFL Test.

There are various commercial advertisements on the EnglishLearner website. However they are not intrusive, they relate directly to the field of ESL and TESL, and most of the ads are from credible sponsors such as Amazon, Oxfam and the Oxford Language School. The website does not explicitly teach English but rather is a good site to practice English as it is being learned. Lessons at the Advanced Level may be difficult for a non-native English speaker. And not all of the hyper links are programmed to enable the user to return to the previous activity or home page. Any inadequacies in lesson design are throughly compensated for by the variety of activities and skill levels. There is enough of interest to keep even a casual visitor engaged for an hour or so per session. This is a site I would visit again.

Suzan's rating: *** stars

Web Review #1

Beware of False Fronts !

Not every website is what it claims to be !

@ While browsing the web today, I found The Centre for Language Training and Assessment-Activities website http://www.clta.on.ca/clta03.htm hosted at the official website of a respected ESL organization. So naturally one would assume that each website listed on the site would be credible. The site describes the Centre for Language Training and Assessment-Activities as a site suitable for Levels 1-8 ESL learners, with an overall website rating of 5 stars. The homepage of the Centre for Language Training and Assessment-Activities lists its main selections as Learning On-line, Learning English, Educational Software and On-line School. It lists popular selections as Finance, Computer Training, Distance Education, Study Abroad and Arabic Language. It lists favourites as Prepositions, Language Courses, Computer Programs, Vocabulary and Accounting.

@ However on this day I found the Centre for Language Training and Assessment to be a false front for a flurry of Casino pop-up ads and a multitude of advertisements for paid on-line services. Some links do take the browser to credible sites offering courses for TESOL/TESL Teacher Training Certification, Hebrew, "Chinese" and other language courses, etc., but most of the links simply lead the browser to unannotated or poorly annotated lists of sites already accessible on the Internet through any general search engine.

@ The CLTA website could be used with care by instructors of English as a Second Language as a general research tool in the ESL field. The site could also be used by Level 7-10 ESL and ELTE students for reading, research and critical thinking activities. However, I think that there are more credible sites available which actually do offer the the Language Training and Assessment Activities claimed by CLTA.

.

@ Suzan's rating * star

@ An example of the care and critical thinking skills necessary when using the Internet as a research tool can be seen at: http://descy.50megs.com/descy/webcred/webcred/dhmo.html

Coalitions have been formed and Petitions have been submitted to consumer groups and government agencies to urgently Ban this dangerous substance - Dihydrogen Monoxide! .... It's water :)

Thank you to TESL Instructor Frank Bieri for pointing out this humourous site in his course, "Teaching With Technology" !

Professional Resume'

SUSAN HOWARD-AZZEH
Suite 112, 111 Fourth Ave., Ridley Square, St. Catharines, Ontario L2S 3P5


EDUCATION:

· TEFL Certificate (Teaching English as a Foreign Language)
University of Saskatchewan. Graduated top of my class. (2008)
· TESL Certificate (Teaching English as a Second Language)
Niagara College, ON. Graduated top of my class. (2008)
· Bachelor of Arts English Literature, minor Educational Psychology, University of Waterloo. Graduated with A+ average, Dean’s Honours List (1995)

PROFESSIONAL CERTIFICATES

· Working with High Risk Youth, Visions for Generations Native Training Services, Byron Edgar, Fort Erie, ON (1999)
· Immigrant and Refugee Determination Process, Francisco Rico-Martinez, Toronto, ON (1998)
· Community-Based Facilitation in a Multicultural Society, Canadian Institute for Conflict Resolution CICR, St. Paul University, Ottawa, ON (1994)
· Community-Based Conflict Resolution, Canadian Institute for Conflict Resolution CICR, St. Paul University, Ottawa, ON (1993)
· Alternative Dispute Resolution for Educators, Conrad Grebel Institute of Peace and Conflict Studies, University of Waterloo, ON (1993)

SKILLS

· Excellent organizational and management skills.
· Exceptional writing and verbal communication skills.
· Enjoy working with people, especially youth and new Canadians.
· Comfortable, creative and effective in a classroom setting.

COMPUTER SKILLS

MS-Windows, Word, Excel, PowerPoint; Internet explorer, yahoogroups, podcasts, blogs, Blackboard, WIMBA.

WORK EXPERIENCE:

POLITICAL MOBILIZER AND WRITER – Ontario Health Coalition (2009)

ESL INSTRUCTOR – Niagara College ON (2008)
Speaking Level 2, Integrated Skills Level 3
http://suzansesl.blogspot.com/ , Niagara College Multi-faith Advisory Committee (2008-2010)

CONSTRUCTION - SENIOR PROJECT MANAGER – Norgen Biotek Corp., ON (2005-2006)
Creative consultant building design. Managed logistics and staff. Obtained site plan, architectural drawings, mechanical drawings, permits. Sourced bids, hired contractors. Arranged site servicing.

RESEARCHER / WRITER - Fort Erie Multicultural Centre, ON (2001-2002)
Researched and wrote “The Niagara Report Card on Racism, Racial Discrimination, Xenophobia and Related Intolerance” in conjunction with the United Nations World Conference Against Racism (WCAR). Supervised volunteer committee and University student. Published report. Presented findings at regional conference of professionals. Funded by Department of Canadian Heritage.

FACILITATOR AND TRAINING CONSULTANT – Self-employed (1992-2000)
Designed & facilitated workshops for adults & youth – Anger Management, Bias/Hate Crime, White Supremacist Activity, Anti-racism & Human Rights, Non-adversarial Conflict Resolution
in a Multicultural Society, Mediation, Inclusive Curriculum, Youth Leadership & Communication Skills, Inclusive Barrier-Free Conference Design, Policy Development. Clients included: Brock University; Niagara College; St. Catharines, Fort Erie & Welland Multicultural Centres; YMCA St. Catharines; YWCA Niagara Falls & St. Catharines; Niagara Catholic & Public School Boards; Autism Society; Brighter Futures; Congregation B’nai Israel; Halton & Niagara Police Services; St. Catharines Parks & Rec; CAW Local 199, St. Catharines & District Labour Council; CUPW…

CONFERENCE COORDINATOR – Community Dialogue on Racism and Niagara Region Human Rights Youth Council, ON (1997-1998)
-“The Diversity Advantage – Managing Diversity in the Workplace”, St. Catharines, ON (1998)
-“Youth Empowering Youth and Youth Interfaith Dialogue”, Welland, ON (1998)
-“Youth Empowering Youth” one-day anti-racism conference, St. Catharines, ON (1997)

INSTRUCTOR - Niagara College, Welland, ON (1996-97)
Instructor of Anti-racism, and Human Rights elective courses for students through the Niagara College Labour Studies Program.

ESL INSTRUCTOR - Provided settlement services and ESL to spouses of University of Waterloo visa students (1981-1989) and to immigrant children at Dovercourt Elementary, Toronto (1978).


VOLUNTEER EXPERIENCE:

CONFERENCE AND EVENT COORDINATOR – extensive list available upon request

COMMUNITY CAPACITY BUILDING – extensive list available upon request

MEDIA EXPERIENCE – newspaper columnist, radio host, producer for Cogeco and Macleans, political guest

EXECUTIVE DIRECTOR - Community Dialogue on Racism, St. Catharines, ON (1994-1999)

LANGUAGE INSTRUCTOR - Heritage Language Programs, ON (1991-1993) Taught introductory Arabic language for the Islamic Societies of St. Catharines and Niagara Peninsula.

CREATIVE CONSULTANT – Architectural design, Mosque, Waterloo, Ontario (1986)


AWARDS:

· YWCA Woman of Distinction – Public Affairs and Communication (2009)
http://www.niagarathisweek.com/news/article/186459--niagara-women-honoured ,
http://yahyaottawa.blogspot.com/2009_05_15_archive.html .
· Canadian Islamic Congress Lifetime Community Service Award (2005)
· St. Catharines Citizen of the Year Finalist (2000)
· Federation of Canadian Municipalities Award of Distinction (CDR) (1999)
· Youth Outreach Award, MOSAIC (1999)
· YMCA Canada Peace Medal (1998)
· Congregation B’nai Israel Commendation (1998)
· Niagara Regional Police Service Commendation (1997)
· Baha’i Unity in Diversity Award (1997)
· St. Catharines Mayor’s Award of Merit (1996)
· Ontario Federation of Labour Human Rights Award (1995)
· University of Waterloo Arts Faculty Award (1993)
· Drafting and Mechanical Technology Award (1977)

My Personal Philosophy of Teaching

Prepared for Wendy Hounsham, TESL9005 Methodologies, Niagara College, December 8, 2006.

Ah, the love of learning ! I love learning and being in a learning environment, including a classroom. I also love language and words. What better way to enhance that love than to share it with others ? I also assume that students love to learn, and if they don’t, that the extrinsic value and intrinsic enjoyment of learning can be revealed by presenting learning in a manner that meets learners’ needs – both cognitive and affective. Consequently, my goal is to assist students who have chosen to study English as a second language to achieve communicative competence.

Respect for learners and adoption of a student-centered philosophy is vital to student success. Learning takes place within the student and that is where as language teachers we must begin. Cognitivist theories and Noam Chomsky’s confidence in children’s innate ability to acquire the language of their environment reflect a respect for the individual and her innate ability to learn (Lightbrown & Spada, 2006, Chapter One) (Zimbardo). Stephen Krashen’s Monitor Model hypotheses (Lightbrown & Spada, 2006, p. 35 – 38) regarding second language learning also reflect students’ innate ability to learn, to monitor their own learning, and to learn in a natural developmental sequence. Krashen demonstrates that as teachers and interlocutors we have an important role to play in modifying our instruction to provide comprehensible input, to provide meaningful communicative experiences, and to incorporate considerations regarding a learners’ affective filter. Regardless of the quality of instruction a learner is exposed to, his affective filter dealing with anxiety, motivation, needs, and language ego can prevent learning. Rather than addressing only a learner’s cognitive needs, teaching the “whole person” and developing strategies to address affective variables is necessary to successful language learning. Krashen’s focus on meaning rather than language form, Swain’s contribution of ideas around comprehensible output, and Vygotsky’s contribution of sociocultural ideas concerning the interaction of the learner and interlocutor (Lightbrown and Spada, 2006, pp. 20, 47,48) laid the ground work for today’s predominant focus, which I too adopt, on communicative language learning - learning through authentic purposeful communication.

Respect for student diversity, in its broadest sense, is fundamental. This includes diversity of learning styles and abilities, gender, age and culture.

In 1983 I heard Professor Robert Seim, of the University of Waterloo, discuss research he had conducted with 400 Kindergarden students. Typically teachers in his study felt that if they taught to the “average” child they were effectively reaching the largest percentage of their class. Seim found however that one third of the class had difficulty learning and that another one third of the class were above average in their abilities. Therefore by teaching to the average child, the teacher was in effect reaching only one third of her class. By diversifying her teaching techniques she could better meet the varied learning needs, styles and abilities of all her students (See also Brown, 2001, p. 154).

Students come to the classroom with a vast multiplicity of learning styles, personality types and intelligences. Whether students are field independent or field dependent, right brained or left brained, reflective or impulsive, whether their preferred learning style is auditory, visual, or kinesthetic-tactile, whether they have a tolerance for ambiguity or not, whether their personality type is extraverted or introverted, sensing or intuitive, thinking or feeling, judging or perceiving, whether their main area of intelligence is bodily-kinesthetic, intrapersonal or interpersonal, linguistic, logical-mathematical, musical, spatial, naturalist, existential or a combination, whether students study in spurts or get into “the zone” - we must be able to reach all students !!

This success can best be achieved by developing multi-sensory and metacognitive strategies, using a broad repertoire of teaching techniques and materials, and being able to draw upon them routinely in a variety of teaching situations. Personally I am drawn to aspects of the Direct Method, TPR, Communicative Language Teaching and Paulo Freire’s Participatory Approach (within consideration of confidentiality and personal boundaries), but feel that a principled eclectic approach to teaching (Larsen-Freeman, 2000, p. 183) has the greatest chance of meeting the individual needs of all students.

Further to our discussion of student diversity, gender must also be a consideration. Gender equity can be approached by simply being conscious to call upon male and female learners equally, using inclusive gender neutral language, and considering obligations outside of the classroom when setting and negotiating deadlines. Age is a factor whether instructing children, learners who have passed the Critical Period, and mixed age classes. In learners past the Critical Period, instructors may tie course goals to academic skills and broader cognitive learning abilities. A consideration of age can be helpful with something as simple as selecting culturally appropriate resource materials, such as music.

In any classroom an awareness of ethnocultural diversity is crucial. We can approach cultural diversity from a simple model of enrichment and incorporate multiculturalism into lesson content. Or we can go further, and approach cultural diversity from a model of empowerment and incorporate anti-racism principles into our curricula and learning environments. Broadly speaking, an awareness of the power dynamic between Canada’s dominant culture and those who have been traditionally marginalized can motivate us as instructors to be consciously inclusive and empowering in our teaching relationships with learners and fellow professionals. On a personal note, having experienced discrimination as a foster child I am cognizant of the potential for misuse of power and have developed empathy for people, particularly the vulnerable, and a desire for equitable outcomes. Simple examples of both models manifest themselves in such everyday concerns as assignment and exam scheduling. In the same manner that Canada’s Christian majority would not wish to have to choose between writing an exam or celebrating Christmas, it is important to leave culturally and spiritually significant dates such as Divali, Eid, Rosh Hashanah, Yom Kippur and Chinese New Year open.

An awareness of culture and personal dignity may drive decisions regarding whether to use a technique such as TPR where female students, or Muslim students in Hijab, or an older male student may feel immodest jumping up and down. Specific to the linguistic aspects of culture, some familiarity with students’ native languages is beneficial. Languages vary in the positive and negative transfer from the L1 to the L2; therefore a contrastive language analysis can greatly inform decisions regarding corrective feedback and lesson content (Swan & Smith, 2001). I am grateful to have had some experience in learning a second language as this has given me insight into the learning and affective processes second language learners’ undergo.

One must also be aware of students’ socioeconomic, physical and mental diversity. A hungry student may not be an attentive student. A student with ADHD, whether a child or adult learner, may not learn in a chaotic classroom. And a physically disabled student may not have the opportunity to learn if they can’t get through the door, see the whiteboard, or participate in methods such as TPR.

After incorporating all of the above considerations, students may still fail. Why ? Let us flip this question and ask instead, "Why do students succeed ?" I first heard this question posed by Professor Don Meichenbaum at the University of Waterloo in 1991. This paradigm has stayed with me. Why wonder why students who are not doing well, don’t do well ? Isn’t it by far more insightful to ask, “What are successful learners doing that makes them succeed ?” When my children were in elementary school I experimented with this approach. When they brought home tests and assignments I would ask them, “What did you do that caused you to be successful on this test ? What did you do that caused you to do well with this project ?” This perspective helped them to identify and re-use specific learning strategies, to build self-esteem, and to perceive themselves as successful learners. Therefore I found the studies of a “good language learner” (Rubin 1975, Neil Naiman 1995) fascinating ! Guiding students to study their own language learning characteristics and encouraging them to employ Naiman’s characteristics of a “good language learner” has wonderful potential for student success.

All of the above requires hard work and commitment. It is the role of the learner, with assistance where needed, to identify their learning needs, to come to the classroom prepared to learn, to be an active participant in their own learning, to develop their own repertoire of learning strategies, to complete assignments, and to be prepared for evaluation tasks such as oral and written assessments. And no matter how pleasant the student-teacher relationship or how much enjoyment is generated inside a classroom, to practice language and risk-taking in authentic communicative language situations outside the classroom.

Effective lessons take time and thought to prepare. It seems apparent that effective language instructors must be willing to work hard, to come to class prepared, to be organized and resourceful, have superior interpersonal skills, continuously upgrade their knowledge, and to have an approach that is dynamic and ever evolving.

Together, a “good language teacher” (Brown, 2001, p. 429) and students who have a strategic investment in their own learning (Brown, 2001, p.208) have the immense potential and satisfaction of reaching our ultimate goal - learners’ communicative competence.

Susan Howard-Azzeh http//:suzansesl.blogspot.com/

REFERENCES

Brown, H.D. (2001) Teaching by Principles, An Interactive Approach to Language Pedagogy (2nd ed.). New York: Pearson Education Limited.

Larsen-Freeman, D. (2004) Techniques and Principles in Language Teaching (2nd ed.).
New York: Oxford University Press. In-text (Larsen-Freeman, 2004, p. 14)

Leech, G., & Svartvik, J. (2002) A Communicative Grammar of English (3rd ed.). New York: Longman. In –text (Leech & Svartvik, 2002)

Lightbrown, P., Spada, N. (2006) How Languages are Learned (3rd ed.). New York: Oxford University Press.

Meichenbaum, Don (1991) Lecture: The Exceptional Individual, University of Waterloo.

Seim, Robert (1983) Lecture: Exceptional Children, University of Waterloo.

Swan, M. & Smith, B. (2001) Learner English: A teacher’s guide to interference and other problems (2nd ed.). Cambridge: Cambridge University Press.

Zimbardo, P. Video: Language Development, Discovering Psychology.

Video: Optimizing Intelligences. Howard Gardner, Daniel Goldman, Mihaly Csikszentmihalyi.

Welcome To Suzan's World of ESL

January 16, 2006.

Welcome ! Ahlan wa sahlan. Nee How. Bienvenido. Sumbidy. Vitumnivas. Saigo. Bienvenue !

Feel free to explore the world of ESL, English as a Second Language, as my companion in learning.

Listening, speaking, reading, writing - communication through words and your unlimited creativity.

Susan.