This article examines the arguments made in the article "Determiners, Feline Marsupials, and the Category-Function Distinction: A Critique of ELT Grammars" by Brett Reynolds recently published in the "TESL Canada Journal" (2013). In our response, we demonstrate that the author's arguments are problematic on both…

Transitions in ESL contexts generally refer to those linking words placed between sentences and between paragraphs. Transitions in writing (and in speaking) are helpful; they facilitate coherence and cohesion when used correctly. Understanding them when reading allows us to join the writer in seeing why and how idea B follows idea A. In this…

It is well-established that vocabulary is the strongest predictor of reading comprehension from grades 2 or 3 on. In this article, I argue (a) that English vocabulary is acquired in a similar sequence by native-English speakers and English-language learners; and (b) that it is possible to identify words that both lower-vocabulary English-speakers…

Robert Courchene's 1996 article entitled "Teaching Canadian Culture: Teacher Preparation" sparked a conversation in the pages of the "TESL Canada Journal" that continues today. From advocating the teaching of significant historical events and icons to encouraging second-language learners to embrace cultural ambiguity, there is a wide spectrum of…

There is evidence that semantic prosody, a novel linguistic theme, should attract much attention in ESL/EFL (English as a second/foreign language) vocabulary learning and teaching. Research suggests that inappropriate word choice arising from ignorance of semantic prosody is common among ESL/EFL learners (Wei, 2006; Xiao & McEnery, 2006). This…

Sandra Kouritzin's "Word from the Editor" in the last issue of this journal is a refreshingly heartfelt and honest appraisal of her own take on the subject positions second-language educators occupy in terms of class, race, or gender. In their relatively privileged profession, second-language educators have ambiguous relationships with their…

Reviews aspects of the Canadian human rights process as they pertain to language and accent, and identifies three types of accent discrimination arising in human rights cases: discrimination in employment due to inappropriate concern with accent; discrimination due to accent stereotyping, and harassment based on accent. (Author/VWL)

Discusses issues surrounding experiential learning in the second language classroom. Experiential learning is defined by the inclusion of phases of reflection designed to help the learner relate current learning experience to past and future experience. (Author/VWL)

Discusses issues related to teaching newcomers to Canada, such as learner identity, multiculturalism, changing visions of Canadian culture, changing expectations of English-as-a-Second-Language teachers. Highlights four studies on the topic. (Author/VWL)

Discusses the work of Stephen Krashen, examining his insights and discussing the views of his critics. (Author/VWL)

Describes a classroom technique for improving the pronunciation of adult English-as-a-Second-Language learners that is based on using stress and pausing in the same manner as native speakers of English. Dramatic improvement in pronunciation may be quickly achieved by showing learners how stress and pause are related to parts of speech and sentence…

Shows how story can assume a central role in building community in an adult English-as-a-Second-Language classroom. When story is the medium of learning rather than just the end, it is evident that learners' real needs are much greater than vocabulary, pronunciation, and grammar. (Author/VWL)

Provides an overview of project-based instruction from teachers' and students' perspectives from both adult and K-12 studies. Suggests that a framework should be developed to aid English-as-a-Second-Language (ESL) teachers in assisting their multicultural students to understand the benefits of project-based instruction in second language (L2)…

Reacts to an article by Ilieva (2001), "Living with Ambiguity: Toward Culture Exploration in Adult Second-Language Classrooms." The article argues for the importance of students' in taking ownership of their experiences in the mainstream culture. Expands on two issues touched on the first article: what is involved in student ethnography and the…

Offers a rejoinder to a response written about a previous article, "Living with Ambiguity: Toward Culture Exploration in Adult Second-Language Classrooms." Suggests the response offers a useful contribution to a much-needed conversation on how to attend to culture in adult second language classrooms at a time of the reconceptualization of the…