Unlike the observed trends in general teacher education, the use of videos as a reflective tool with preservice English as a Second Language (ESL) teachers remains underexplored in MATESOL (Master of Arts in Teaching English to Speakers of Other Languages) programs. The present qualitative study examined how 5 nonnative- speaking preservice…

Using O'Dowd and Ritter's (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects as a barometer, this article details the considerations and procedures followed in a task-based, asynchronous email telecollaboration project between EFL (English as a Foreign Language) learners in Japan and Chile. In a climate…

In response to the research priorities of members of TESOL (Teachers of English to Speakers of Other Languages), this study investigated language learners' realworld tasks in mobile-assisted language learning (MALL) to inform the future development of pedagogic tasks for academic English as a second language (ESL) courses. The data included…

English for Academic Purposes (EAP) programs designed to meet postsecondary English language proficiency requirements are a common pathway to higher education for students from non-English-speaking backgrounds. Grounded in a Canadian context, this study seeks to examine the prevalence of Task-Based Language Teaching (TBLT) in EAP, common examples…

Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit…

This article reports on a study examining the language practice opportunities that occurred during a range of paired and small group interactive tasks in an intensive English as a Second Language (ESL) class of francophone Grade 6 students. The analysis focussed on the opportunities the tasks provided for the use of two complex and challenging…

Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL…

For those immigrants to Canada who need some language training in order to access employment in their field, occupational ESL classes have been available in Ontario for several years. Recent additions to Occupation-Specific Language Training and Bridging programs, as well as a new emphasis on work-related content in LINC classes, have created a…

Many studies have shed light on rater criteria for assessing the performance of language skills (e.g., Eckes, 2005). However, the interface between rater assessment and interlanguage pragmatics (ILP) has remained largely unnoticed. To address this interface, this study explored the ratings native (NES) and nonnative English speaking (NNES)…

In this article we first provide a brief discussion of what is generally referred to as "student plagiarism," which we prefer to call "source misuse" or "inappropriate textual borrowing," and then provide some of the factors that may contribute to this problem in language classes. Moreover, we provide our views and…

In this article we demonstrate how we created a context in which digital storytelling was designed and implemented to teach multilingual middle school students in the summer program sponsored by a local nonprofit organization, the Latin American Association, in a city in the southeastern United States. While implementing the notion of…

This article explores teachers' discourses on teaching English Literacy Development (ELD) students in mainstream elementary school classrooms through an examination of their philosophies of teaching and reflections on literacy. The findings are based on empirical qualitative data collected from interviews with two English-as-a-second language…

When university/college faculty members believe that ESL students' writing skills are not equivalent to those of native speakers, they frequently send these ESL students to their institution's writing centres (WCs). However, this often results in frustration for WC staff, the students, and faculty members. This article first describes…

Technology is an ever-increasing part of how teachers and learners work on language and texts. Indeed, computers, the Internet, and Web 2.0 applications are revolutionizing how texts are consumed, discussed, and produced in classrooms. This article focuses on a specific technological innovation emerging from this digital revolution: the use of…

Should we correct our students' language errors? Most ESL teachers would answer this question with a resounding Yes while at the same time wondering how to meet the challenge. The collaborative project reported below was designed to provide ESL teacher trainees with an opportunity to experience the ups and downs of providing corrective feedback on…