Abstract:
In the current times characterized by stress and uncertainty, ESL (English as a Second Language) learners might find it challenging to sustain their language learning motivation. Their identity struggles, social isolation from the campus community and possible lack of access to resources compared to their native-speaking counterparts might make it more difficult to cope with the demands of online language learning. This multi-modal ESL course aims to address the above-mentioned issues by enhancing upper-intermediate (B1+ to B2 on the CEFR Scale) ESL learners’ language learning motivation through a digitized participatory methodology, in addition to teaching these learners academic English. More specifically, this course will help ESL learners build online learning and research communities in which they adopt the role of participatory action researchers and investigate psycho-social issues that impact their learning- ranging from issues in the learning context to the learner-internal variables. Videos featuring professional actors and subject matter experts encourage the learners to delve deeper into the topic of each unit and further investigate the issues that are raised. Moreover, the learners will explore their identity struggles by having their past and present self-identities acknowledged (through storytelling) and their future self-visions activated (through visualization). Finally, the learners will be empowered with various meta-skills and strategies (e.g., resilience-building, creative problem-solving, emotional regulation and conflict resolution) that will facilitate their language learning and will help with their integration into the campus community and the broader Canadian society. Instructors might choose to teach this course synchronously or asynchronously within the context of their academic language program (see the Teacher’s Guide for more information).
