63 takes place is presented in a blended learning format that includes approximately 15 hours weekly of face-to-face classroom time, 7 hours of online learning, and 1.5 hours bi-weekly of digital skills learning and English practice in a language lab equipped with desktop computers. Interested in Learning More? Instructor Profile Context In Robin’s Own Words Application of Technology Standards Instructor Profile: Robin Peace’s journey as a language instructor began in 1991 when she enrolled in the French Teaching Specialization Program offered jointly by the University of Waterloo and Brock University. Simultaneously, she earned a qualification as an ESL instructor. Graduating in 1996, she taught French in Canada for two years before travelling overseas, where she taught English language learners in Djibouti and Yemen and facilitated teacher training programs. Returning to Canada in 2011, Robin completed an MA in TESOL through Trinity Western University (TWU), followed by employment at Lakehead University, then at Confederation College in Thunder Bay, Ontario, teaching English for Academic Purposes. Today, Robin is an instructor with the LINC program at the Thunder Bay Multicultural Association. Context: Newcomers to Canada living in Thunder Bay soon become aware of the city’s large percentage of Indigenous residents and sometimes participate in local Indigenous cultural events. However, most newcomers, while curious, have little information about Indigenous history or cultural traditions, and limited direct contact with Indigenous community members. The WebQuest presented a means to raise cultural awareness, enhance language skills, and teach technology skills. To complement the WebQuest, Robin endeavours to invite an Indigenous person from the local community to attend at least one class per course for a presentation and discussion session. In Robin’s Own Words The idea of developing a WebQuest was suggested to me by my mentor while I was enrolled in Stage 4 of the LearnIT2Teach training program. A WebQuest impressed me as a good way to teach listening, speaking, and technology skills while introducing learners to a culturally relevant topic. I had been thinking about course materials on Indigenous cultural traditions because of the curiosity my LINC students had often shown about Thunder Bay’s Indigenous population. When I began my search for videos on cultural traditions, I found that few resources were geared to our locality. I didn’t want my students to learn just about Indigenous peoples elsewhere in Canada. I wanted them to learn about the Indigenous people they see on the bus every day – about the richness of their traditions. I hoped that becoming familiar with Indigenous cultural strengths would balance other conversations we have about topics such as residential schools and the process of reconciliation. CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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