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.