On better classroom judgment for ESL/EFL teachers: how to optimize learning, from Cecilia Nobre

One of the contemporary problems of ESL/EFL teaching is that teachers or tutors find that language instruction is a messy and inexact “science.”

As Brazilian EFL/ESL teacher (and CELTA trainer), Dr. Cecilia Nobre, argued recently on  Linkedin.com, if language teachers think “covering the [lesson] plan” will have made the lesson work, we “might be measuring the wrong thing.”

She writes that recently “a trainee told me she felt great about her lesson because she had covered everything in her plan. She had followed every stage, used all her slides, managed the timing well and given clear instructions. Yeah, sounds perfect!”

But the trainee’s students spoke for only about 7 minutes out of the 45-minute class.

Uh-oh.

Nobre tells usI have spent years sitting at the back of training rooms watching lesson after lesson and I say this with care: we often confuse control with learning.

I too used to fill silence, rescue too quickly and explain before learners had tried. The lesson looked impressive (but the progress was slower than it could have been).

She lists what should  be “the practices of teachers whose learners actually improve–15 habits,” although she observes she may have “missed a few”:

ESL/EFL teachers succeed when . . .

1- They wait (for learners to respond)
2- They listen more than they speak
3- They recycle language relentlessly (re-teaching and re-applying words or phrases within and between classes)
4- They notice patterns instead of isolated errors (that learners make)
5- They trust learners to try first (knowing that learning comes about through effort and errors)
6- They delay explanations (allowing learners to do their crucial cognitive work)
7- They respond to what emerges (from students’ thoughts and expression, not expecting coherent “wholes” in responses)
8- They use fewer materials more deeply (they don’t distract from learning by changing materials artificially)
9- They value learner effort over correctness
10- They let tasks run longer (when they are succeeding in eliciting student interest and learning)
11- They give feedback selectively (correcting only errors that are relevant and timely, or waiting for later to preserve a learning moment)
12- They build routines for noticing (observation may allow insights)
13- They resist rescuing (intervening only when a learner has reached the end of their capacity)
14- They accept mess (learning does not happen tidily or in a linear movement)
15- They intervene with precision (interventions should be brief, direct and unambiguous)

Nobre writes: “Unpredictability is not failure, it’s evidence of thinking in progress.” That is true of lesson plans for teachers and for the learning process of learners.

She observes that while it’s important to consider “pacing” in a class, simply “covering material (strict adherence to a lesson plan) without uptake from learners is just tidy administration.”

Adhering too much to “rigid planning kills responsiveness and responsiveness is where real teaching lives.”

“What matters is what [learners] carry out of the room, not how polished we felt at the front.”

Teachers use “selective feedback” because declining to correct too often “protects fluency and focuses on meaning before form” (because “meaning” is where fluency lies).

“Control feels safe; thinking feels risky. Guess which works?”

Are you an ESL/EFL learner or a teacher? Does Nobre’s list of 15 habits for English language learning make sense to you? Please write in; I’d be delighted to hear from you. 

What’s changing in English Language Teaching and Testing in 2026? Some highlights from a conversation between Cathoven AI’s CEO, Summer G. Long, and Erez Tocker (CEO, Trinity College, London):

 

  • The need for English language learning (and other languages) is still there, potentially growing. AI (such as industry leader Cathoven AI) hasn’t taken that away.
  • But when countries reduce their intake of international students, those students worry about completing a four-year degree, so demand (for ESL/EFL teaching) wanes.
  • The global economy also challenges the language education industry; English language study abroad is less affordable for most middle-class families, world-wide.
  • The Pandemic has similarly affected students’ English studies. It makes sense to “stay home to stay healthy” when learning a language. and as Tocker says at the end of 2025, “Duolingo is having a great year” teaching students online.
  • AI can improve language learning by lowering the stakes when giving students in-time (individual) feedback, AI gives confidence to students to try speaking, when they’re not in front of many peers (“a safe comfort zone”), or by placing them in different, simulated settings. And hiring an AI teacher is cheaper than working with a live tutor, over the same number of hours.
  • But some things are lost when language teaching goes online:  AI can give “too much feedback,” consistently, which can make students feel there’s no end to the need for improvement. By contrast, a human class offers a (provisional) end, so learning can coalesce in students’ brains.
  • AI also can’t provide the context by which students’ brains process and learn new things. Only a classroom can provide an “experience.”
  • Tocker says we must ensure our education systems develop 21st Century skills, including “soft skills” (e.g. workplace readiness, but the “workplaces” of the future are “fuzzy” now). GenZers will need to learn how to network and handle job interviews. When they’ve spent all their time using AI, they may lack such “soft skills.” Who will teach them those?
  • Community and context are very important (e.g. both Long and Tocker met at a live [in-person] conference and their online conversation spun out of that in-person meeting).
  • A useful analogy is MS Excel: when Excel was invented, it didn’t end the teaching/learning of mathematics. But Excel provided a tool that freed specialists from using pencils and paper.
  • Excel and AI are technologies that humans now can use.
  • But AI is (of course) more complex than Excel–it will take much more time to figure out how to incorporate AI into education and all vocational fields (e.g. accounting).
  • AI testing won’t replace standardized language exams, like IELTS. But Tocker says it will “shrink the number of players” in the space of English language testing.
  • There are many limits to standardized language exams. Students often worry more about learning exam-taking skills than they do about learning  how to communicate accurately. ESL should never take as its focus only standardized exams. (Teaching students strategy to master a particular kind of test is not ultimately edifying.)
  • Human teachers can help students to improve intonation, learn more collocations and impart students with skills needed in life.
  • One way to empower language education (including great teachers) is to invest some of the profit from (language testing) companies to sponsor students from “have-not” countries. That investment would help students to gain access to overseas colleges and companies, where they can learn new languages.
  • Over time, as Tocker concluded, “patient” strategies for teaching move education and the workplace ahead, better and faster, than “top-down,” hierarchical approaches. But enlightened education requires patience and won’t develop and evolve as rapidly as AI does.

TEFL.org on the State of the Field Address (ESL/EFL teaching & learning)

 

📣CALLING ALL ESL/EFL Teachers and Learners!📣

✴️State of the Field Address: TEFL.org on teaching ESL in 2026✴️

Are you a newbie ESL/EFL teacher, an experienced one, or someone in-between, looking to refine your skillset and/or acquire more engaged students?

Tune in to TEFL.org’s State of the Field Address: What to know about and How to Build Confidence teaching ESL/EFL in 2026:

TEFL.org’s expert ESL/EFL teacher, Carl Cameron-Day, facilitated by seasoned operations manager, Alan Moir, will discuss these topics:

✅How to apply new technologies effectively
✅How to handle changes in students’ expectations
✅How to illumine emerging career pathways
✅How to explore key trends shaping our industry
✅Practical strategies for keeping up with AI, the uncertain world economy and politics
✅Actionable insights to help teachers thrive and feel confident in the year ahead.

💥 Join me on _Thursday (December 11th)_ at _11:00 am (CST)_ (5:00 pm GMT) to hear the State of “TEFL in 2026,” to hone your teaching game.
YT link is below:💥

https://lnkd.in/gTNNYwaH

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And . . .

☑️If you’re an ESL/EFL learner–an economic immigrant or internationally educated, second-language academic–looking to improve your English, to promote your business or to use English professionally, please tune in to this webinar, too!

You’ll learn some of the strategies that I’ll use to help you succeed!

👍 See you there!

ESL,#EFL, teachingenglish,languagelearning, TEFL2026,  #ESL2026
TEFLorg

Seven ways to live more purposefully, in the mid-November issue of “Tell Your Story Newsletter”

November 2025   Vol 7 Issue 11

Tell Your Story Newsletter (TYSN):

Teaching English as a Second Language

to economic immigrants and second-language academics

Let us help you tell your story!

 

Welcome Mid-November 2025!

And just like that, winter descended on November 6th! The first snow of the season fell fast on the heels of rain that froze, delivering a treacherous double whammy for pedestrians and drivers.

And yet, like last November (as my newsletter archive testifies), this month has otherwise given us many days of above-seasonal warmth and bright sunshine (at or near +10 degrees Celsius). The snow and ice have melted!

To have seasons, and to notice the changes that come with each one, are distinctly Canadian–and, especially, Saskatchewanian.

The recently crimson “Manitoba Maple” tree across the street from my office reminds me that we are not only a country of winter!

As I prepare this issue of “TYSN,” we are observing Remembrance Day. Are you, like me, grieving the contents of the nightly news–a world dominated by deeply autocratic, power-hungry men, not only overseas but also close to home?

While the “leaders” of the US, Russia, China, North Korea, Israel, Afghanistan, and Sudan, to name a few, hoard material and military wealth while their own people or their neighbours suffer impoverishment, starvation, disease and an end to public education. How can we register our dissent?

As you know, good readers, we strive to stay informed about these injustices, to vote for leaders who oppose them, to support human rights’ groups and to donate to relevant charities. There are, however, smaller steps that each one of us can also take to improve our lives as part of our global community: we can live more thoughtfully.

This month, in “Article One,” I share some simple insights on seeking “richness”–not in material wealth, but in “slow living,” from Jade Bonacolta. A former Google executive, Bonacolta believes that coexisting with oppressed neighbours in a troubled world requires us to live more simply. I go one step further by trying to donate to specific causes, when I can.

In “Shop News” this month, I share a change in my contract work, as I accept an invitation to serve local children who are struggling to achieve literacy so crucial to their survival, and in our first-world country, too.

As we approach the end of 2025, may you, good readers, find ways to register dissent from the autocracies that have overtaken so much of our world. Led by men (and many fewer women) who divide and conquer by hate (putatively on the bases of race, gender, class, religion and age), these governments are rooted in greed and exclusion.

And amid the noise that the latest developments of Artificial Intelligence (AI) raise, we strive to remember that the fundamental freedom all humans deserve has only been achieved in our world by (the tragedy of) sacrifice.

As we observe this month of Remembrance, and as the late Jane Goodall has said, we must continue to resist tyranny by working for a better world. This means we must continue to believe each of us still has purpose and value, by which we can collectively overpower the malevolent forces that threaten our world.

Sincerely,

Elizabeth

Principal

Storytelling Communications

www.elizabethshih.com

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IN THIS ISSUE:

ARTICLE 1: Seven steps to live more purposefully (with Jade Bonacolta)

SHOP NEWS

ABOUT US

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Article One: Seven steps to live more purposefully, with Jade Bonacolta

 

With a weekly online newsletter polemically titled, “The Quiet Rich,” former Google executive and online coach Jade Bonacolta might appear to be part of the problem besetting western democratic countries—where free market capitalists pursue their own selfish gain. After all, the development of the AI industry costs trillions of dollars annually (an industry not foreign to Bonacolta), while millions of people worldwide suffer in poverty and starvation.

Bonacolta may have left Google, but she is still a high-earning tech star, as an online coach and guru to entrepreneurs, and for leading a club for LinkedIn “thought leaders.”

She may not be as mercenary as that sounds, however, as she does believe in learning from the past. She notices the irony that we may have “gotten every convenience imaginable” in the 21st century, but that we now need to revisit our grandparents’ simpler times. Why?  Because our lives now are “more anxious, distracted and exhausted than ever.”

She writes of her grandparents’ lives, “What if [they] had it right all along? . . . They started their mornings with the newspaper and coffee—not scrolling through social media. They cooked Sunday dinners from scratch. They walked to the store and actually talked to their neighbours along the way.”

We fritter away our conscious minds on “Social media notifications. Breaking news alerts. Stock prices. Dating app swipes”—all for a “flood” of dopamine that our brains are not genetically wired to handle, in the first place.

She observes: “The happiest people I know have figured out what our grandparents knew instinctively: offline is the new luxury.” I’d suggest instead that living “offline is the new sanity” and ethics, too.

Bonacolta recommends “seven old-fashioned habits” to improve our lives, even as we morally try to refuse the waste that can come from some of middle- and upper-class life.

Which of these habits work for you?

(1)   “Start your day with paper not screens”:

Keep a book by your bed, so you can read at least 10 pages each morning, before you look at your phone. (Try charging your phone in another room, so you don’t wake up to it.)

Bonacolta writes that our grandparents knew, if unconsciously, that “the first hour of your morning impacts your mindset for the rest of the day. Your brain will thank you.”

(2)   Practice making “ordinary dinners” once per week: 

She recommends buying a cookbook that genuinely interests you. Then, “every Sunday for the next month, cook one new meal from it. . . . You’ll be surprised by how much you enjoy the process of creating something new with your hands.”

If you live in a busy household with adult careers plus children to care for, how about trying to cook a “new” dinner, once per month? And use that as a break from the “old” dinners you’ve (and I’ve) been rotating for years.

(3)   Keep a “free library” at home:

Bonacolta recommends that you buy extra copies of a couple of your favourite books, if your budget allows for it. Then, when friends visit, you can share a copy with them (and they, in turn, may do so, with you).

She writes: “Books are meant to be shared, not just displayed on a shelf.”

(4)   Keep a “little things” list to observe life’s goodness:

In a small (e.g. dollar-store) notebook, jot down one good thing that happens every day, before you fall asleep. Examples she includes are “a nice email from a client,” a “delicious meal” you ate,  some “hilarious” humour that arose.

Then, “re-read the whole list on New Year’s Eve. . . . You’ll be shocked by how many beautiful moments you would have forgotten otherwise.”

(5)   Take a “white-space walk”:

Once per week, Bonacolta recommends taking a “20-minute walk with no phone, no music, no podcast. Just you and your thoughts.”

This teaches us that “boredom isn’t the enemy.” On the contrary, when you feel bored, your best ideas develop: “They need a little white space.”

(6)   Have some “vinyl nights”:

Bonacolta suggests that we listen to an entire album of a favourite singer or band, “from start to finish.” (I suggest trying this over the Christmas holiday season): She adds, “No skipping, no multi-tasking.  Just appreciating.” She argues that music can be an “event” and not just “background noise” to the rest of our busy days.

(7)   Take “1-minute voice messages”:

Finally, she urges us to send a voicemail or “voice memo” to let family and friends know you’re thinking of them. I would add, to remind them that you love them!

This should not be a text or social media message. “A voice memo lets them hear the warmth in your tone.”

While telephones were invented to connect us with loved ones far away, smartphones now “disconnect us from the people closest to us.” We might try using them for their fundamental use–as telephones!

And if we’re tempted (as I am) to dismiss Bonacolta for her apparent privilege, consider her closing words:

“There are seven weeks left until New Year’s Eve. Try one of these habits every week for the next seven weeks . . . . And for these final months of 2025, give yourself permission to slow down a little. To spend less time on screens. To stop multitasking all the time. To do fewer things that matter more, with the people who matter most.”

The message of calm and peace that can transpire might be the best gift you could offer loved ones and yourself, in this chaotic world.

And now it’s your turn: How do you live more purposefully or meaningfully, in these troubled times?

How can we outdo the aggression and greed that threaten to overtake our world? Please share your thoughts; I’d be grateful to include them in a future issue.

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SHOP NEWS:

 

I remember that an old family friend who lived in British Columbia at least 30 years ago, would answer my letters that inquired about the health of himself and his young family.

One reply showed his trademark humour: “We’re all much as we were, maybe a little more so!”

The latter clause struck me as both hilarious and charming. So I now share a similar “status report” with you–here are some ways that I too am “a little more” than I was, last month! And how are you?

I am delighted that my long-term colleague and friend, writer Ashleigh Mattern, is ready to return to leading our writers’ group, “Saskatoon Freelancers’ Roundtable,” after the conclusion of her cancer treatment.

I’m very grateful to Ashleigh, as this will allow me to plunge back into teaching and editing, which sometimes conflict with our group meetings.

That said, I’ve greatly enjoyed exchanging conversation with our group over the past year, and look forward to future discussions about “favourite books,” for instance, and about a potential writers’ retreat at St. Peter’s Abbey, next autumn (2026).

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I’m glad to share this month that while my communications’ business sees me work with economic immigrants and internationally educated, second-language academics, I plan shortly to begin work with two native-speaking children, who face  basic literacy challenges, and who were referred to me through my faith community.

In the area of children’s literacy skills, I had a wonderful opportunity last summer (as I shared then) to work with a (native-speaking) grade nine student who needed some support with his writing skills.

He flourished in the several short weeks that we worked together and the process impressed upon me the importance of literacy tutoring, even or especially for native speakers, who are sometimes overlooked.

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As Saskatchewan teachers and parents have long told us, primary (and often secondary) school classrooms are bursting at the seams with students, some of whom have complex medical needs that require ongoing maintenance (e.g. neurodivergence, breathing tubes, allergy alerts, etc.).

Quiet and often shy students (whether they have medical needs or not) are not always sufficiently served by teachers and by Educational Assistants (EAs)—that is, if the class is fortunate enough even to have EAs.

These children sometimes fall through the cracks, and I’m grateful to teachers and EAs who identify these cases, so that they can receive literacy tutoring in caring environments, with teachers like me.

I enjoy children. But my many years as a graduate student in Southern Ontario, decades ago, trained me to teach adults (18+ years), as the body of undergraduate students whom I would serve.

So I owe special thanks to retired teacher, Sharon Wiseman, whose vast experience teaching literacy students from K-12, in the US and in Canada, has again become invaluable.

Sharon’s awareness of the stages of literacy development and of relevant early children’s literature is indispensable.

Thank you, Sharon, for instruction and guidance on phonemic awareness, which lays the foundation for the study of phonics.

Literacy tutoring of children under the age of 10, can be tremendously rewarding, but also challenging, across different cultures, class, gender and religious differences.

But I’m delighted to help children who may be struggling to “catch up” in their literacy skills.

There are always new “thank yous” to share and new entrepreneurs and businesses to promote. 

But this is a wrap for mid-November!

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ABOUT US:

Between 2011 and December 2018, Elizabeth Shih Communications chronicled the stories of B2B marketing and communications on the Prairies and across the country.

Effective January 1, 2019, I rebranded as “Storytelling Communications.”

I help economic immigrants and internationally trained, second-language academics to improve their spoken and written communication skills.

By doing so, I help economic immigrants to gain better jobs or larger contracts; and I assist second-language academics to secure promotions (such as tenure) more readily and quickly than if they worked alone, in isolation.

Interested in learning more? Please contact me through my CASL-compliant website (www.elizabethshih.com).

After I receive your message, I’ll be pleased to discuss projects with you!

Please visit my website for more information (www.storytellingcommunications.ca).

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Should Malaysian English speakers speak “local English” or “standard English?” Marianna Pascal weighs in

In a famous Toastmaster’s Speech Contest that garnered One Million views (2009), Corporate English Communication trainer, (Canadian-born) Marianna Pascal, asks whether Malaysia’s “local English” or “Standard English” should prevail?

Should Malaysians “embrace” local language or dialect as a vivid and colourful part of  their culture (“local English”)?  Or should they “replace” (and efface) their hybrid, combination dialects with “Standard English” (The King’s English)?

Pascal  observes that “linguistic habits are very difficult to break,” such as in the expression “get down [not “out”] from the car.” So efforts to impose “Standard English” above “local” adaptations of English  would be doomed to fail.

And the change of a single word can entirely alter the meaning of a “local” statement: “You put in fruit [in a blender] after you switch on!” (Which clause does “after” modify?)

Pascal advocates for hybrid, combinations of the local language with English– a both/and . . . not an either/or approach to using English.  She observes (as she further details in a TEDTalk from the same year), “how well somebody communicates in English actually has very little to their literacy level.”

Communication is about confidence, not feeling judged;  assertiveness and being willing to experiment; and freedom from being shy.

This approach is consistent with community-based teaching and learning.

If you’re an adult seeking “local English”  more than “standard English,”  please reach out to me.  I work with both forms of language and can support your learning journey!

https://www.youtube.com/results?search_query=local+english+or+standard+english