CC-BY-NC-SA 2025 New Language Solutions Avenue Program Standards for Technology-Enhanced Language Learning, version 1.2 Personal Profile: Jennifer Jones began teaching in 2003 when she moved to Osaka, Japan. Hired and trained by Nova, the largest private English teaching company (eikaiwa) in Japan at the time, she received inhouse training and was quickly placed in the classroom. Though she had never taught before, the “trial by fire” approach helped her discover her teaching style through hands-on experience. Initially, Jennifer was trained to teach adults but was soon encouraged to work with children as well. Over her year and a half in Japan, she gained a wide range of experience: teaching both adults and children, preparing learners for the TOEIC exam (Test of English for International Communication), conducting one-on-one job interview preparation sessions, and leading specialized business English classes – including courses tailored for women working in banking. Jennifer recalls that her attitude was to say yes to everything, which opened many doors. Jennifer returned to Canada in 2004. By 2005, she had researched ESL credential programs and enrolled in the London Language Institute, where she completed her TESL Canada certificate. She began teaching in the Institute’s summer ESL program for international learners and joined fulltime that fall. At the Institute, Jennifer taught ESL and supported Workplace Safety and Insurance Board (WSIB) clients working toward their General Educational Development (GED) certificate, which required her to relearn high school-level math and science. She taught learners ranging from foundational ESL levels to lower Stage 2 (in CLB terms). As the school began bringing in more advanced learners, Jennifer transitioned into teaching English for Academic Purposes (EAP) and Test of English as a Foreign Language (TOEFL) preparation classes. Eventually, Jennifer was invited to teach in the TESL certification program. She gradually moved into this role full-time, becoming the TESL coordinator and curriculum designer, responsible for developing lesson plans and training future ESL teachers. This marked her first step into administrative work. In 2015, Jennifer enrolled in the MA TESOL program at The New School in New York City, specializing in curriculum design. Most of the coursework was completed online, with a five-week intensive residency on campus. She graduated in 2017. Soon after, a former TESL trainee informed her of a position opening with the Thames Valley District School Board (TVDSB) in London, Ontario. Jennifer applied and, following an interview in late 2018, was hired as the Adult ESL-LINC coordinator, a newly created position at the Board. Jennifer started the role in January 2019 – just a year before the COVID-19 pandemic began. In Jennifer’s Own Words: The Rise of AI As AI — particularly Generative AI (GenAI) apps like ChatGPT – began spreading rapidly across society, my colleagues and I recognized the urgent need to adapt. In our discussions around AI, my team and I have asked: What is this exactly? What ethical and other issues does this technology raise? Where are the benefits for language teachers and learners? How do we go about integrating this into our work behind the scenes for program administration and curriculum development and in the classroom for personalized learning, virtual conversations with chatbots, and assessment? What information and tools do staff and learners need to make 42
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