55 work, or show them how to use some unfamiliar software. Anything they needed, I would try to help. Students who might have been reluctant to ask a question in front of the whole class were often the ones to use the Drop-in Hour to reach out. Resources for Life-long Learning These days, there are so many ways to find answers – especially from Google, YouTube, Twitter, and other social media. If you’re having a problem, chances are that others have had the same problem and have shared the solutions they found. Of course, this raises the issue of content curation. Students need to learn critical thinking – how to analyze things to determine what makes sense among the many opinions or solutions proposed. Content curation is also about determining what is relevant in your situation. These are topics that I raise at higher CLB levels - usually beginning around levels 5 or 6. There are also many opportunities for informal professional development, both face-to-face and online. Since COVID, the availability of development opportunities online has increased dramatically. For instance, there are many free webinars. Contact North in Ontario is fabulous. LearnIT2teach has first-rate webinars, as does TESOL International. These are just a few of the many online resources available. The New Normal In years past, the “normal” for language training was face-to-face classroom instruction. As new technologies became available, “normal” expanded to include access to online studies that often existed in isolation from what happened in the classroom. In recent years, the paradigm has shifted to blended learning. In 2014, I stumbled upon a website called WizIQ, which operated in somewhat the same way as Zoom. NorQuest College used it to create its very first blended classroom and online course. They haven’t looked back. A particular challenge for LINC teachers is finding the right blend – integrating online components with whatever face-to-face approach they adopt to enrich the learning experience. In doing that, it’s important to create one class, not online studies and resources that exist in isolation from what happens in a face-to-face class. Blending learning components in this way greatly enriches the learning experience. A Final Word CALL technology has proven to be a valuable tool for TESOL teachers as a means of enhanced engagement, personalized learning, increased practice opportunities, and greater flexibility and convenience. However, it’s essential to use CALL judiciously and integrate it effectively into the curriculum. As teachers, we have a responsibility to be aware of the potential drawbacks, such as overreliance on technology, accessibility issues for some students, and choosing relevant material from the wealth of resources available. Balancing traditional teaching and learning methods with technology can lead to remarkable outcomes. To that end, it is essential that language instructors and students become conversant with technology. At the outset, this requires determination in the face of an often-steep learning curve. In the longer run, it requires a commitment to stay current with constantly evolving language learning innovations. TESOL never stands still! CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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