Learning off the Syllabus

 In this segment of Teacher Real Talk, Farnaz and Dr. Antonella Valeo discuss the importance of mentorship in TESOL, and why mentoring doesn’t have to be about being the absolute “perfect” teacher or having all the right answers. They reflect on why mentorship doesn’t have to be a one-way relationship, and how newer teachers can have just as much to contribute as experienced ones. They also talk about what it means to step into a real classroom and how there can be just as much learning in the conversations that happen after a lesson as in the lesson itself. At the heart of it all is a simple idea: that teaching adult learners is messy yet meaningful and that it's the warm sense of community that continues to draw so many people to TESOL.

Dr. Antonella Valeo is an Associate Professor at York University where she teaches graduate courses in applied linguistics, TESOL, and ESL to undergraduate students. Her research explores language teaching and learning with a focus on classroom-based interaction, corrective feedback, and teacher education and development. Her research interests and scholarship build on many years of experience as a language teacher, teacher educator and supervisor in a range of classrooms in Canada and internationally.

Antonella's ResearchGate: https://www.researchgate.net/profile/Antonella-Valeo

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Email: ⁠[email protected]⁠

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In this segment of Teacher Real Talk, HaEun Kim (PhD candidate in Applied Linguistics) and Farnaz have an enriching conversation on the complex relationship between language education and displacement. They reflect on HaEun's work with refugee educators in Kenya and what relationship-based educational programming can teach us about shifting students’ approaches to learning and knowledge. Also, as people who have been teaching EAP for years, they get into the paradox of English in higher education: a language that can open doors but also reproduce histories of injustice. They unpack what it might mean to practice a more critical approach to EAP, one that recognizes these challenges while respecting students’ own language goals and linguistic resources. Finally, they talk about who gets to produce knowledge about displacement and why refugee voices and leadership remain underrepresented in research.

HaEun Kim originally set out to become a high school English teacher in Toronto, but life took her unexpectedly into education and international development, specifically refugee education. She is currently researching the significance of English-language higher education in the lives of refugees across Kenya, Somalia, and Canada, and she's especially interested in how language proficiency enables or limits access to resources, networks, and opportunities such as education. Before her PhD, HaEun worked as a program administrator for Borderless Higher Education for Refugees (BHER), supporting a transnational university partnership that delivered blended certificate, diploma, and degree programs to untrained refugee teachers in Kenya. She continues to work alongside BHER alumni on research, co-presenting and co-authoring articles. She still loves teaching, but has developed a deep appreciation for research, thinking, and tackling problems alongside others. Outside of work, she enjoys cooking while catching up on NBA podcasts.

Resources mentioned in the episode:

Radio Dadaab | EJF Documentary: https://lnkd.in/gMPcHjxw

The BHER Project: www.bher.org

Research and publications by BHER alumni: https://lnkd.in/gijnvDFV

Kim, H., Dlamini, N., Ibrahim, D., Kimonyo, S., & Reynolds, J. (2021). Refugee Students’ Experience of Accessing English Language Learning in Dadaab, Kenya. https://lnkd.in/gn-8Qiwm

Giles, W., & Dippo, D. (2019). Transitions from Knowledge Networked to Knowledge Engaged: Ethical Tensions and Dilemmas from the Global to the Local. https://lnkd.in/gj4javDZ

Kim, H. (2023). “Equitable multilingualism” for equitable access to learning: Addressing the digital and linguistic divide in connected higher education for refugees. https://lnkd.in/gDhcESjg

Silver, R., Kim, H., Mohamed Ismail, S., Bhatla, R., & Okello Oyat, M. (2026). “Free of Mind, Though I Am a Refugee”: Borderless Graduate Education and the Politics of Knowledge Production. https://lnkd.in/gvBz-3rE

⁠learningoffthesyllabus.com⁠⁠⁠⁠⁠⁠

Instagram: @learningoffthesyllabus

Email: ⁠[email protected]⁠

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Periscope by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/

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In this segment of Director's Chair, Dr. ⁠Maria-Lourdes Lira-Gonzales ⁠and Farnaz have a conversation about how teachers' experiences as language learners can shape the way they teach. Drawing on Maria’s own journey across languages and cultures, they talk about accents, confidence, identity, and the ways other people’s responses can influence how comfortable learners might feel using a language. From there, they turn to corrective feedback and consider how teachers can support learning without turning mistakes into a source of anxiety or self-doubt. They also get into AI, mindfulness, and the role of the teacher in creating classrooms where students feel both challenged and supported.

Dr. Maria-Lourdes Lira-Gonzales is a professor and the chair of the TESL program at Université du Québec en Abitibi-Témiscamingue. She is a member of ⁠Concordia University⁠’s Centre for the Study of Learning and Performance, a collaborator with the McGill Mindfulness Research Lab, and the vice president of the Canadian Association of Applied Linguistics. Her research interests focus on instructed L2 acquisition, with an emphasis on corrective feedback. Her recent work includes a project examining how mindfulness meditation practice mediates language anxiety and behavioral engagement with written corrective feedback among ESL students. She is also investigating the role of ChatGPT in facilitating the provision of written corrective feedback in French as a second and foreign language settings.

Maria's Publications: https://www.researchgate.net/profile/Maria-Lourdes-Lira-Gonzales

https://marialiragonzales.wixsite.com/main

⁠learningoffthesyllabus.com⁠⁠⁠⁠⁠

Instagram: @learningoffthesyllabus

Email: ⁠[email protected]⁠

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In this segment of Student Voice Spotlight, Farnaz sits down with one of her former students, Adil, to have a thoughtful conversation about the realities of learning English while navigating work, stress, and long-term goals. Adil and Farnaz met during her time teaching at Conestoga College in Ontario, Canada. Adil has always been a dedicated learner, motivated to reach her ultimate goal: becoming a registered nurse! Together, they explore the things that can shape a learner’s journey in ways that grades and assessments can’t always capture. Their conversation centers on staying motivated when progress feels slow, finding confidence through practice, and visualizing personal goals as a source of strength.

ESL= English as a Second Language

EAP= English for Academic Purposes

⁠⁠⁠www.learningoffthesyllabus.com⁠⁠⁠⁠

Instagram: @learningoffthesyllabus

Email: ⁠[email protected]

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Periscope by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/

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In this segment of Teacher Real Talk, Farnaz and Daniel Shaw (MA, TESOL and Applied Linguistics) explore what meaningful student support looks like in ESL and EAP. They discuss the social, emotional, and systemic challenges that shape multilingual learners' experiences, reflect on the role of educators in building trust and connection, and examine how institutions can better support both students and teachers.

Daniel Shaw is an English language educator, program coordinator, and curriculum designer with over 15 years of experience in Canada, the UK, Europe, and Asia. He has designed and led English for Academic Purposes (EAP) programs, supported international and newcomer students in Canadian post-secondary institutions, and worked with learners from more than 80 countries. His work is driven by the belief that behind every struggling or disengaged student is a story, and that one of the most powerful things an educator can do is create the conditions where students feel seen, not just assessed. Daniel is also the host and creator of the ESL Talk Podcast: https://shows.acast.com/esltalk

⁠⁠learningoffthesyllabus.com⁠⁠⁠⁠

Instagram: @learningoffthesyllabus

Email: ⁠[email protected]⁠

Theme music:

Periscope by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/

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In this segment of Teacher Real Talk, Farnaz and Rebecca Schmor (PhD, Language and Literacies Education) talk about what it means to embrace plurilingualism in English language education. They get into the relationship between language and identity, examine why English-only policies continue to persist in many institutions, and discuss how these beliefs influence both teaching and learning. The conversation encourages educators to reconsider long-held assumptions and reflect on how they can create learning environments that value the full range of their learners' linguistic resources.Dr. Rebecca Schmor is an academic coach and editor who supports graduate students and early career researchers in the humanities and social sciences disciplines. She has taught English, Spanish, and German in several countries including Canada, China, and Cuba. She currently lives in Mexico with her husband and daughter. 

Rebecca's website: https://www.rebeccaschmor.com/

Resources mentioned in⁠⁠⁠⁠ the episode:Schmor, R., Jones, S., & Noel, K. (2023). Microaggressions to microaffirmations: A trioethnography of plurilingual EAP instructors. Journal of English for Academic Purposes, 64, 101270.Schmor, R., & Piccardo, E. (2024). Supporting language rights: plurilingual pedagogies as an impetus for linguistic and cultural inclusion. Human Rights Education Review, 7(1), 72-102.Schmor, R. (2024). Adopting a plurilingual attitude: A reimagining of linguistic and cultural identity. In Autoethnographies of Plurilingualism (pp. 19-26). Routledge.Schmor, R., Araki, Y., Santoyo, S., & Gao, X. (n.d.). “Understanding is a shared responsibility”: The impact of plurilingual teaching practices from the perspective of three English language learners [Unpublished manuscript].

⁠learningoffthesyllabus.com⁠⁠⁠

Instagram: @learningoffthesyllabus

Email: ⁠[email protected]⁠

Theme music:

Periscope by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/

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In this segment of Teacher Real Talk, Farnaz and Vanessa (MA, English Literature) have an open conversation about what it means to support student learning in the GenAI era. They unpack the shift from resistance to adaptation in educational spaces and the challenges of assessing student work in meaningful ways. They also reflect on how AI is reshaping writing support services, with students both relying on and bypassing human tutoring in different ways. The episode surfaces deeper questions about what we value in student writing, and how educators might rethink their approaches without losing sight of learning itself.

Vanessa Nino is an educator and instructional designer specializing in English language teaching, academic writing, and adult learning. She has taught English for Academic Purposes (EAP) and communications at Sheridan College and Humber College as well as ESL at Acheve's LINC Home Study, supporting multilingual learners in developing general English, academic literacy and professional communication skills. Earlier in her career, she contributed to the TESL community as Communications Officer for TESL Toronto and supported social media engagement for TESL Ontario. She currently leads the English and Writing Tutoring team at Sheridan College’s Library and Learning Services, where she advances inclusive, student-centred writing support through innovative practice and Universal Design for Learning (UDL).

Literature mentioned in⁠⁠ the episode:

The Em Dash Dilemma: How a Punctuation Mark Became AI’s Stubborn Signature

Saunders, G. L., & Boldt, N. (2026). Avoid, Adopt, Adapt: Positions on GenAI in Canadian Writing Centres. Discourse and Writing/Rédactologie, 35, 156–184. https://doi.org/10.31468/dwr.1139

learningoffthesyllabus.com⁠⁠

Instagram: @learningoffthesyllabus

Email: ⁠[email protected]⁠

Theme music:

Periscope by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/

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In this segment of From the Director’s Chair, Farnaz has an insightful conversation with Francesca Boschetti⁠⁠ (PhD, English) about what it means to lead in a profession where perceptions of credibility and authority are often influenced by factors beyond expertise. They explore how assumptions about age and gender can shape professional experiences, leadership journeys, and the ways individuals are seen and heard within institutions. Additionally, drawing from her own journey as a multilingual learner and educator, Francesca shares how navigating new educational systems has influenced the way she approaches leadership, student support, and other professional relationships.

Dr. Francesca Boschetti is the Associate Director at York University’s School of Continuing Studies, where she oversees language programs and operations. With extensive leadership experience in language education, internationalization, career development, and student services, she has worked across post-secondary institutions in Canada, designing and managing programs that support diverse learner communities. An Italian-Canadian educator, Certified Gallup Strengths Coach, and firm believer in the power of good food to bring people together, Francesca is passionate about adult learning, strengths-based leadership, and building collaborative environments where individuals and teams can thrive.Literature mentioned in the episode:

• Sieghart, M. A. (2021). The Authority Gap: Why women are still taken less seriously than men, and what we can do about it. Random House.
• Mercer, S., Gregersen, T., Thompson, A.S. and Yim, S.Y. (2026), It's Not You, It's the System: Women Professors in TESOL and the Persistence of Gender Bias. TESOL J. https://lnkd.in/gjhrfGpR
• Rashed, D. (2024). "Chapter 1 Female Leadership Identity in English Language Teaching: Autoethnographies of Global Perspectives – Framing the Conversation". In Female Leadership Identity in English Language Teaching. Leiden, The Netherlands: Brill. https://lnkd.in/gKNNwRE9

learningoffthesyllabus.com⁠⁠⁠⁠⁠

Instagram: @learningoffthesyllabus

Email: ⁠[email protected]

Theme music:

Periscope by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/

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In this special minisode of Learning Off the Syllabus, marking the end of Season 1 (yay!), Farnaz is joined by longtime friend, former colleague, and instructional designer ⁠Ela Kaca, as they read through and react to stories sent in by members of the TESL community; laughing at the funny ones, reflecting on the heavier ones, and sharing some of their own experiences along the way. Together, they talk through things like students feeling insecure about their accents, when classroom learning finally clicks in the real world, the importance of building genuine relationships with learners, setting expectations, and the very real feeling of (literally) being lost.

Ela Kaca is an Instructional Designer who loves making learning feel clear, supportive, and meaningful — never overwhelming. Her work blends visual communication, accessibility, and experience design to create learning that feels effortless for the learner and intentional behind the scenes. She has 10+ years of experience in education, digital learning, and curriculum design, and is always exploring new ways to turn ideas into engaging, learner-centered experiences.

ESL= English as a Second Language

LINC: Language Instruction for Newcomers to Canada

CLB= Canadian Language Benchmarks

learningoffthesyllabus.com⁠⁠⁠⁠⁠

Instagram: @learningoffthesyllabus

Email: ⁠[email protected]

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Periscope by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/

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In this segment of Let's Talk Design, Farnaz and Graham (MEd, Digitally-Mediated Adult Learning) have a wide-ranging conversation about teaching, assessment, and what it means to work inside systems that don’t always prioritize learning (that's right, we said it!). Discussing Graham's chapter on "The New Colonization of Educational Lifeworlds", they unpack how institutional pressures actually shape what happens in ESL, EAP, and Communications classrooms.

They also talk about life as college contract faculty, the (absence of) pedagogical culture in some educational institutions, and how precarity affects everything from curriculum design to teachers’ willingness to speak up. The conversation also turns personal: teaching as identity, what it feels like to be pushed out of systems you’ve given years to, and why, despite everything, walking away from education isn’t always possible.

Graham Lean is an adult literacy educator based in Ottawa, Canada, and is interested in how learning processes are controlled, directed and manipulated at all levels of education and educational research, from the classroom to the ivory tower! His most recent writing explores how the demands of education systems become separated from teaching and learning, and the impact that separation has on how educators teach and students learn. Through his writing, he is trying to push back against the bastardization of teaching and learning in education systems.

Graham's Writing:

• Substack: https://unknowndistance.substack.com/
• Research Gate profile: https://www.researchgate.net/profile/Graham_Lean2
• Underground Theory Vol2

Literature mentioned in the episode:

• Rhoades, G. (2003). Democracy and Capitalism, Academic Style: Governance in Contemporary Higher Education. ResearchGate. Retrieved 18 August 2025, from https://www.researchgate.net/publication/234588921_Democracy_and_Capitalism_Academic_Style_Governance_in_Contemporary_Higher_Education
  
• Slaughter, S., & Leslie, L. (2003). Academic Capitalism: Politics, Policies, and the Entrepreneurial University. Http://Lst-Iiep.Iiep-Unesco.Org/Cgi-Bin/Wwwi32.Exe/[In=epidoc1.in]/?T2000=010922/(100).

COMM= Communications (college-level writing courses)

ESL= English as a Second Language

EAP= English for Academic Purposes

⁠⁠⁠www.learningoffthesyllabus.com⁠⁠⁠⁠

Instagram: @learningoffthesyllabus

Email: ⁠[email protected]

Theme music:

Periscope by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/

Artist: http://audionautix.com/