Canada's social and educational policies have always involved immigrant settlement and English/French bilingualism. Research on writing in second languages emerged in the 1980s from graduate programs of education and applied linguistics at major universities in Toronto, Montreal, Ottawa, and Vancouver, particularly done by scholars investigating…

For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to…

The 2020 outbreak of the global COVID-19 pandemic imposed emergency remote teaching on adult English as a second language (ESL) programs globally, creating unprecedented challenges not only for language learners but also for instructors. Immense difficulties were produced in the collision between a biological hazard (the novel coronavirus) and the…

A review of the literature on English second language (L2) writing skills reveals a need for more research on the workplace writing experiences of L2 professionals employed in English as an additional language (EAL) contexts. Through a semi-structured interview and a think-aloud activity, this study gathered qualitative data with the aim of…

Student resistance in the language/literacy classroom has been an important focus of research in TESOL and applied linguistics. This article examines resistance by two adult-arrival immigrant students in a developmental literacy classroom, drawing from a larger ethnographic case study focused on students' transition into community college. The…

This "Perspectives" article explores the changing sociolinguistic realities of Canadian postsecondary institutions focusing on tensions and contradictions around two prominent discourses: internationalization and indigenization of higher education. In doing so, we focus on a common challenge: English dominance in Canadian universities.…

This article analyzes teacher professional development (PD) mandated by the implementation of portfolio-based language assessment (PBLA) in government-funded adult language learning programs in Canada. Through the lens of conceptualizations of teacher learning (TL), the study examined PBLA teacher-training materials, 247 teacher surveys, and…

The integration of blended learning is well underway across diverse educational settings. Along with this shift in instructional method are obstacles and accompanying research. There has been less interest, however, in examining the adoption of blended learning in English as a second language (ESL) contexts. This study investigates what factors…

A good mastery of a range of formulaic sequences appears to be an important component of successful language learning (Wood, 2015; Wray, 2002). Certain formulaic sequences, known as pragmatic formulas, play a vital role in developing second language pragmatic competence, as they are crucial for successful speech act realization (Bardovi-Harlig,…

While service learning platforms hold great potential for adult learners of English as an additional language (EAL), there has been little research to date related to the impact of these programs on adult newcomers' linguistic and social development. The Multicultural Café was a food service learning platform for adult EAL learners operated over a…

English as an Additional Language (EAL) teachers often become the trusted confidants of students who experienced forced migration. Although teachers are not typically trained to be counsellors or encouraged to take that role, what they do in the classroom can have a great influence on their students' well-being (Pipher, 2002). In fact, teachers…

The purpose of this article is to analyze a task included in the LINC Home Study (LHS) program. LHS is a federally funded distance education program offered to newcomers to Canada who are unable to attend regular LINC classes. A task, in which a language structure (a gerund) is chosen and analyzed, was selected from one instructional module of LHS…

Language and culture are informally integrated in many English as an Additional Language (EAL) programs, but cultural discussions are often regarded from the perspective of a particular dominant culture. Although this integration is crucial for the development of communicative competence, practical applications are still challenging as language…

Explicit sociolinguistic instruction in language classrooms has become more widely accepted than ever, but the understanding and teaching of Canadian culture remains a controversial issue, particularly as Canadian culture becomes increasingly diverse. The degree to which Canadians are perceived to exhibit characteristics such as…

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…