1. Professional Development Workshop
Delivered by:
University of New Brunswick
English Language Programme
Fredericton, New Brunswick

2. ELP Background:
ESL expertise … 60+ YEARS
Annual Alumni:
1400 participants/80+ countries
Language Capacity:
12+ languages
Service Capacity:
40+ formats
Delivery Locations:
Flexible

3. Richards and Renanda
Approach:
• “ An approach is dynamic and therefore subject to some
“tinkering” as a result of one’s observation and experience”
• “Research in second language acquisition and pedagogy
almost always yields findings that are subject to
interpretation rather than giving conclusive evidence”
Richards, J., Renandya, W. (2002). Methodology in language teaching: An anthology of current practice.
New York: Cambridge University Press.

4. Segments # 1 and 2
The Art of Beginning and
The Language Learning Process
• Starting your day in an English way
• Coming to a teamed agreement for learning and comportment in the
language learning classroom
• Creating a Commitment Contract
• Creating a language learning space
• What is language proficiency and how
do the students “fit in”?

6. Segment # 3
Exploring Language Proficiency
• What is proficiency?
• Are all language skills
(Reading, writing, listening, speaking) equal?
• How do students progress in each skill?
• What do we see?
• Where can I get help?

7. Common European Framework Reference
Global Scale
Chinese version / Version chinoise : 欧洲语言共同参考框架：学习、教学、评估, Foreign Language Teaching and Research
Press, Beijing, 2008, ISBN : 978-7-5600-8032-1 – www.fltrp.com
English Version / Version anglaise : Common European Framework of Reference for Languages: Learning, Teaching, Assessment -
Cambridge University Press
ISBN : HB 0521803136 - PB 0521005310 www.uk.cambridge.org/elt
Proficient
C2
• Can summarize information from different spoken and written
sources, reconstructing arguments and accounts in a coherent
presentations.
C1
• Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns and
connectors
Independent
B2
• Can understand the main ideas of complex text on both concrete
and abstract topics, including technical discussions in his/her
field of specialization
B1
• Can understand the main points of clear standard input on
familiar matters regularly encountered in work, school, leisure,
etc..
Basic
A2 • Can communicate in simple and routine tasks requiring a simple
and direct exchange of information on familiar routine matters.
A1 • Can interact in a simple way provided the person talks slowly and
clearly and prepared to help

8. Principles and Objectives:
Automaticity:
• Output
• Learning how to gain control in the language
• Discouraging overanalyzing the language
• Focusing on the correction and not the mistake
What happens when you create opportunities to experiment with the
language?
How do we help the student find his or her voice?

9. Segment # 4
Creating a Sound Workout
What do we see?
Why teach sound?
• Social interaction
• Intelligibility and Comprehensibility
• Culture and Identity
Components:
• Self-Awareness, Focus, Exaggeration, Creative Repetition,
Spelling, Auditory Discernment, Presentation

10. Segment# 5
Live Grammar in Context
What do we see?
Why do we teach grammar?
Components:
• Repetition/Production and focus, practice “in
context”, integration into writing, fostering independence, fun

11. Segment # 6
Exploring the Writing Process
• What do we see?
• Components: “I Can vs. I Can’t”, “Correction is Direction”
(C=D), activating student performance and
involvement, organization, formal language usage

15. Segment #7
Correction and Self-Assessment
• Celebrating Quarters, Mid-points and end of terms
• Encouraging self-awareness assessment to highlight
achievement and choose future directions

17. Next Steps:
• I now understand …
• I will try …

18. Professional Organizations:
• TESOL (Teachers of English to Speakers of Other Languages) International Association
• Association for the Advancement of Computing in Education (AACE)
Search Engines for ESL Students:
• http://iteslj.org/Techniques/Lincoln-SearchEngines/
Online writing resources:
• The Owl at Purdue http://owl.english.purdue.edu
• Multimedia Educational Resource for Learning and Online Teaching: MERLOT
http://www.merlot.org/merlot/index.htm
• UsingEnglish.com http://www.usingenglish.com
Vocabulary resources:
• Dictionary.com http://dictionary.reference.com
• Freedictionary.com http://www.freedictionary.com
Listening to podcasts:
• BBC Learning English http://www.bbc.co.uk/worldservice/learningenglish/
• CBC (variety of podcasts http://www.cbc.ca/podcasting
• VOAnews (VOA Learning English) http://learningenglish.voanews.com
Articles:
• Reading on the Internet: The Link Between Literacy and Technology: Elizabeth Schmar-Dobler
Reading Online. Republished from Journal of Adolescent and Adult Literacy, International
Reading Association, 2003
• Implementing the Seven Principles: Technology as Lever (Chickering, Ehrmann)