English with Jennifer

Comprehensibility vs. Intelligibility

englishwithjennifer — Fri, 22 May 2026 18:56:27 +0000

Have you ever read a book twice and discovered a new insight the second time around? That’s what it was like when I attended The Effectiveness of Text Shadowing on Adult ELs’ Pronunciation at TESOL 2026. I had gone to Mishelle Kehoe-Seamon’s presentation at COTESOL back in November 2025, Shadowing: What Is It? And Does It Work? Two presenters had been listed, but only Mishelle was there. In Salt Lake City, I saw the same two names listed again, but this time I got to hear Mark Tanner present their work, conducted at Brigham Young University.

Again, I heard about the basic concept of shadowing, and I felt more confident having learned from Mishelle that we can distinguish shadowing from mirroring. The former requires a learner to listen and immediately repeat what one hears, just as an interpreter repeats what was just said while keeping an ear out for the next line. The latter can make use of a marked up text, which is my usual practice.

However, thanks to Mark Tanner, I understood for the first time that there’s also a distinction between comprehensibility and intelligibility. That made me blink a few times and whisper to the participant sitting next to me, “Did you know that?” She shook her head no as we both quickly took note of this discovery. I admit that I had mostly used the two words interchangeably. Mark explained that comprehensibility is perceived comprehension. Intelligibility can be transcribed, that is, measurable. I get it now. We want speech to be intelligible — how accurate is it? Comprehensibility is more subjective, as I understand. We can choose intelligible speech models for our students, but they may, for different reasons, find the speech not very comprehensible.

How much I likely still have to learn about my chosen profession! I’m glad I can fill in gaps and level up each time I attend a TESOL convention.

Featured image retrieved from Pexels.

A Recipe for Fun: Zap, Zap, Zop!

englishwithjennifer — Fri, 15 May 2026 18:48:04 +0000

Some of my memories from Salt Lake City back in March are already blending together, but key takeaways from TESOL 2026 remain with me. I believe it was Gabrielle Sosnowski who mentioned the possibility of playing Zip, Zap, Zop in the context of her session Improvisation for Spontaneous Speaking in the EAP Classroom. At least a couple of heads nodded in recognition of the game, but I was not in the know. I raised my hand to request clarification during Q&A, and I got to see a brief demonstration.

What a fun way to turn drills into interactive play! Basically, it’s a quick reaction game played in a circle. One student starts the sequence saying Zip! The person then immediately slaps their hands in a fluid motion and uses their front hand to point towards another in the circle. That second person responds by calling out Zap! and repeats slap-and-point motion to a third person, who says Zop! Around and around it goes, fast-paced and full of concentration so that everyone is following the sequence closely because they never know if they’ll be called upon next.

For pronunciation, this could be used in numerous ways. Think of minimal pairs: beat > bit > bet. A few rounds of that sequence could be followed by: bit > bet > bat. What else?

At a pronunciation workshop on day 2 of TESOL, Naif Abuhadi and Joseph Poniatowski asked participants to work in small groups and design lessons. The session EFL Pronunciation Teaching with AI and Digital Tools encouraged us to integrate ChatGPT, YouGlish, and an app called Pronounce (with limited free features). My group efficiently used ChatGPT to brainstorm a list of suffixes and then words that used that suffix, e.g., communication, publication, and graduation. YouGlish was recommended as a way to practice and confirm the word stress pattern. Then we worked in Zip, Zap, Zop to reinforce the stress pattern. We had the chance to demonstrate the game during the workshop.

Recently, I finally found the opportunity to test out Zip, Zap, Zop with a small group on Zoom. Thankfully, everyone’s name is displayed on screen, so in place of the slap-and-point technique, we called out another person’s name as soon as our turn was over. I decided to use the game for drilling irregular verb forms: do > did > done. My B2+ students organically created a new version as we played. We quickly moved from verb to verb with them choosing the next sequence from a word list. The real fun began when I challenged them to play using the simple present, simple past, and present perfect in short sentences: I do my homework. > I did my homework. > I’ve done my homework. Their level of creativity and risk-taking exceeded my expectations. Lots of smiles and laughter accompanied each contribution. I was reminded of what Gabrielle Sosnowski had said back in Salt Lake City: “Practicing uncertainty is important.” How true.

If you’d like to hear about Zip, Zap, Zop and other grammar games I’ve tested out with my own students, please join me on May 29 for a Pearson-sponsored webinar. My session is called The Human Spark: Teaching Grammar in the Age of AI. (Click for more info.)

Featured image retrieved from Pexels.

TESOL 2026 Highlight: The Beauty of Multilingualism

englishwithjennifer — Fri, 08 May 2026 19:32:20 +0000

The final keynote of TESOL 2026 was given by Nayr Ibrahim of Nord University. “The Power of Multilingualism: Voices and Choices in Inclusive Classrooms” reminded us how every learner deserves a full welcome. As I listened to Dr. Ibrahim’s own rich linguistic journey within and beyond school walls, I recalled the family story told by Carl Hernandez in the first keynote. (Read here.) His mother had been paddled back in elementary school for introducing herself in Spanish upon entering a U.S. classroom. Imagine if that so-called welcome had been different. What if the American teacher responded with a simple “¡Hola!” and then prompted the little girl to say “Hello”? That could have been a friendly invitation towards becoming bilingual. Both teacher and student could have worked to build a bridge.

All students matter, and we must make sure they know that we know this. My favorite quotes from this closing keynote are African in origin and appropriately so since Dr. Ibrahim’s childhood was spent in South Africa.

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.”
– Nelson Mandela

“If you think you are too small to make a difference, try sleeping with a mosquito.”
– African proverb

I appreciated the speaker’s call to action: reimagine language education and the learning experience. It doesn’t have to be perfect. It’s more about the experience being empowering. Dr. Ibrahim took the time to show us examples of “tangled translations” — books that are written in two languages. Personally, I had made efforts early on to create a bilingual upbringing for my children, but I wasn’t exposed enough to healthy parenting advice from those in bilingual homes. At key times, I unfortunately listened to the recommendations of childcare specialists around me and pulled back when I should have forged ahead. If I had heard more about the imperfect but perfectly natural experiences of others raising kids in multilingual homes, I might have made different decisions.

I hope Dr. Ibrahim’s work reaches more educators and parents who need the encouragement to embrace multilingualism — messy at times but magical. One image from this presentation that has stayed in my mind is that of a “welcome quilt,” which was created by a classroom full of children from different countries and backgrounds. Each contributed something from their cultural background. The resulting work was a beautiful patchwork of individual pieces forming a whole. I bet that by being invited to contribute something that was uniquely theirs those children felt both welcomed and accepted.

Featured image by Mark Martins retrieve from Pixabay

Why This Former Business Director Chose ESL—and What She’s Building Now

englishwithjennifer — Fri, 01 May 2026 15:14:59 +0000

Good fortune allows my path to cross with other educators who deepen my understanding of our field and open my eyes to new possibilities. At TESOL 2026, I was unable to accept the invitation to the CATESOL reception in Salt Lake City, but I nevertheless connected with the woman who extended it to me – Talley Caruso. She has impressed me with her relatively recent transition from the business world to ESL. She has fully taken the plunge, and her contributions to date have been impactful. I am excited to follow her career as she builds it with passion, purpose, and – what other teachers so often lack (like yours truly) – business acumen.

Enjoy our discussion below!

About Talley
Talley Caruso is an Adult ESL educator and materials writer who helps people build language and digital skills through guided experimentation. She holds an M.A. in TESOL from the University of San Francisco, founded Os Dedicados, a virtual Brazil-U.S. exchange, and created Digital ESL, a research-based Open Educational Resource (OER) recognized by the British Council. She loves collaborating with other passionate educators and guiding the CATESOL organization as an active board member.

Jennifer: Talley, what’s your background in languages?

Talley with her parents in the 1980s (New Jersey)

Talley: I grew up hearing my dad belt out international songs like “Solamente Una Vez” and a song he’d sing in German from the opera, The Merry Widow. Meanwhile, I’d hear my mom effortlessly flow between Cantonese and Mandarin, while catching up with her friends. You’d think with all this input and exposure, that I’d be fluent in at least one language besides English, but it wasn’t until my late 30s that I finally found myself proficient in a second language – Portuguese.

Jennifer: That’s like me with Tagalog and Polish as a kid. I heard it but didn’t learn it. Why Portuguese?

Talley: After a 2-week trip to Brazil with my husband to visit my sister-in-law, I became enamored with the Portuguese language. (Both of them are Americans from the U.S..) There was so much to take in: interesting displays at the museums with placards only in Portuguese and boisterous bar-wide singalongs that seemed to make friends out of strangers.

Little bursts of “studying” on Duolingo turned into hours-long self-study, research, and finding “teletandem” style study partners online, which led me to founding Os Dedicados, a virtual cultural exchange group, in 2019.

Jennifer: That’s impressive. Talk about taking initiative! So what led you to the path of ESL?

Talley: In November 2020, while talking with a good friend that I hadn’t seen in a while, I caught her up on Os Dedicados and what we’ve been doing. When there was a break in the story, she asked, “Have you heard of TESOL?”

Collage of images taken of artwork and museum placards in São Paulo, Brazil (2018)

“No, what’s TESOL?”

I was not a certified teacher yet at this time. I was a business operations director for a global apparel company. The thought hadn’t crossed my mind that there was an entire field dedicated to my passion. After reading some Paulo Freire, as recommended by my friend, the seeds were planted, setting me on my career-switching path to becoming an ESL educator.

Jennifer: It takes courage to make that kind of transition, and you’ve definitely embraced the role of teacher! Tell me about the different contexts you’ve worked in.

Talley: I started through virtual language exchange immersion. As the founder of Os Dedicados, we would trade audio messages, texts, memes, and video links via WhatsApp and put on “live” calls via Zoom. We also collaboratively created Instagram posts and other materials based on interests and conversations in hopes to help others.

In addition to Os Dedicados, I’ve tutored Syrian refugees 1:1 via Skype, run in-person conversation circles at my local library, and taught food service employees at Google’s downtown San Francisco office.

Jennifer: It seems you’ve found ways to impact different communities. Where do you currently teach?

Top: CATESOL23 State Conference attendees at College of Alameda, CA
Bottom: Digital ESL Class photo with the instructor

Talley: Currently, I teach ESL to adults at two community colleges in Northern California, and during the summer, I teach Business English to mostly international students at University of California, Berkeley. I teach both credit and non-credit bearing courses from high beginning to advanced levels, taking my learners from standard sentence structure to writing multi-paragraph essays. I also teach listening and speaking courses.

When I’m not in the classroom, I work as an OER faculty mentor at Chabot College supporting other instructors in their OER-creation journey.

Jennifer: Are there any other hats you wear?

Talley: I am also a materials writer. Most recently, I partnered with the University of North Texas on a National Library of Medicine grant to help people learn what to do in an emergency or catastrophic event. This is something I pursued after getting inspired by a unit I created for a Basic Communication class I teach at Ohlone College.

In my spare time, I offer “train-the-trainer” sessions on how to use and adapt Digital ESL, an OER I authored in 2024. This continues to be a passion of mine, since my personal journey into successful language-learning was based on digital technologies such as WhatsApp.

These contexts allow me to draw on my strengths in materials design, facilitation, and communication to support not only students, but also educators and program leaders.

Jennifer: Tell me more about the digital literacy project you piloted. What inspired you to create it?

Talley: Digital ESL! Yeah, so Digital ESL started out as my Masters project at University of San Francisco. It was post-pandemic, and the world had gone paperless. Now, even a trip to the doctor would now require filing out forms online, scanning QR codes to check in, etc. This might not seem like a big deal, but it was something that caused a great deal of anxiety for my already anxiety-prone parents who felt unsupported and lost. To make things worse, their only-child (me) lived on the opposite coast.

Beyond helping people with their day-to-day lives, I saw Digital ESL as a means to help older adults and people with low digital and language literacy gain confidence so they could take advantage of all the resources that were right on their smartphone, be it to learn English, find community in a new hobby, or share a photo with loved ones.

Jennifer: Amazing. I understand that Digital ESL has had quite a reach. Just how far?

Talley: What started as a Masters project has grown into material that has been internationally recognized by the British Council, remixed and used successfully by the San Diego Community College District, and shared with adult literacy programs from Philadelphia to Milwaukee, Minnesota to Texas, and back around to Los Angeles! Because I published it as an OER, it is completely free to use and remix to your heart’s content. I have been told that it’s been a blessing to have a structure to start from and that’s exactly it. Digital ESL isn’t perfect. It is not going to predict your specific needs or the needs of the future, but it is pedagogically sound, practical, researched-based material that you can build from. Technology will continue to move on (think two-factor authentication and QR codes), and so any material that is created must also be open for adaptation and revision to meet the needs of our reality.

Jennifer: Thank you for making that available to everyone. I love that you see a need and find a way to meet it. I’m going to be honest here with my next question. I think many teachers act in a similar way, in the sense that we all want to serve others and facilitate learning, but you come from a business background, and this sets you apart. Not many teachers have a business mindset. Not all of us are financially savvy as we move from one project or job to another, and we end up doing too much for free or for less than what we want in terms of compensation. How can teachers today sustain their careers? Any advice?

Talley: First of all, Jennifer, thank you for allowing me to share Digital ESL with your followers! Digital ESL is 100% free for everyone to use and adapt. It is a paper-based course (not an app) to help adults gain confidence using their smartphones while learning beginner English.

As someone that recently left the corporate world, the concept of ROI (return on investment) is still fresh on my mind. My time is the most valuable commodity, and the return I expect is for my work to help as many people as possible.

Second of all, it may not seem financially savvy to give away my material for free, but I have no doubt that there will be more opportunities to create. In fact, that brings to the four tips I’d like to share with everyone regarding sustaining our careers as educators.

1. Say “NO” more often. Write down all the things you are working on. Force-rank them for most important to least (1 = highest). Next, put a $ next to the paid work and leave the unpaid work unmarked. For the unpaid work, does anyone else care? Write the name of a buddy who is working on the unpaid project with you. It’s easy to feel overworked because as creative beings, we see the potential in everything. Remembering that every “yes” is a “no” to something else helps me stay focused. I deprioritize unpaid work that no one else cares about even if it’s super interesting to me (e.g. setting up teletandem language clubs at the schools where I teach). If you’ve said yes to a project you can’t reasonably fulfill, be honest with yourself and others.

2. Double-down on your strengths. What are you amazing at that sets you apart from others? What skill or talent do others marvel at where you seem to do things both better and faster than others? This is your comparative advantage, and it can be a good path to follow to earn additional income efficiently.

3. Make yourself and your skillset visible to others. How do I do this personally? I am an adjunct (part-time) instructor at two community colleges and am near the bottom of the seniority list. I intentionally do my class prep in the office, introduce myself to folks in the office, and participate in division-level meetings. This allows me to stay plugged into opportunities where I can contribute my strengths to a project. Currently, I am involved in two grant-supported initiatives at my school. Not only is it engaging and great for my resume, I get paid for it too!

If you don’t work for a school, another option that has worked for me so far is to find collaborators. I use LinkedIn to learn about and share information about free webinars on topics of interest and connect with presenters or other participants who are action-oriented. Like Mr. Rogers said, “Look for the helpers.” Keep an eye out for others who want to, or have already, made an impact. Talk with them about how you can use your strengths to help their cause. I just completed a National Library of Medicine grant on Emergency Preparedness through partnering with a health literacy expert based in Texas!

Screenshot from NerdWallet’s investment calculator showing how saving $100/month for 15 years can earn you eleven thousand dollars in interest.

4. Save for retirement. Save for retirement by setting up recurring contributions. The earlier you start, the more your money will grow. See below example where $100/month results in $18k you put in + $11k interest earned over 15 years.

Jennifer: Thank you. I wish I heard your advice a long time ago! Better late than never. And now that you’re more than five years into your career as a teacher, what has personally motivated and sustained you to carry out your work year after year?

Talley: I believe that adult learners sometimes feel ashamed of their knowledge and mistakenly tie it to their abilities to explain something clearly in English. As an ESL teacher, I have the ability to influence their perception of English and its role in shaping our identities. I am motivated by the momentum I see in building translanguaging-friendly classrooms that also encourage families to support heritage language preservation. Multilingualism is an asset, not a threat. My students share their cultures with one another and hopefully leave the classroom feeling more connected to themselves and the world around them. Seeing how kind we can be, when that’s the expectation we set, gives me hope in humanity. This absolutely motivates and sustains me and keeps my energy high especially for the evening classes I teach.

Jennifer: What advice do you have for teachers just entering our field today?

Talley: Be excited about being “new” at something. Any professional that is stretching themselves will always be “new” at something. Be comfortable learning, receiving feedback, and finding supportive people to surround yourself with.

If you’re not sure where to begin, join CATESOL (California Teachers of English to Speakers of Other Languages). We’re a friendly bunch, and there are a lot of interest groups and a new mentorship program so you can connect with like-minded individuals! You don’t have to be in California to join.

Jennifer: I love that warm welcome. Thanks for letting those of us on the East Coast know! One final question, Talley. Do you have any concerns for the future of our profession? What are your hopes in terms of the direction we can take?

Talley: AI is a big topic these days, and I think this is the case because people have uncertainty around job security as it relates to this shift in technology. My hope is that we, as teachers, embrace not knowing it all and encourage one another to develop modern critical thinking skills. AI provides answers, but how do we know when it’s correct and how do we build our skills so that we can equip our students to use it responsibly? As teachers of writing, how many of us are shifting to process-based grading of essays? I think of AI as a sloppy intern who tries really hard to synthesize information. It can be a first start, but it’s an unpredictable tool that can easily lead you astray if you didn’t have the baseline knowledge to start with.

Jennifer: I love that emphasis on “baseline knowledge.” I fully agree. I like to say there’s joy in competence. Our students will gain confidence from the knowledge and skills they acquire. Talley, thank you so much for sharing your thoughts and expertise.

Learn more about Talley’s Digital ESL project.
https://digital-esl.org

Contact Talley:
talley@digital-esl.org

This post was made possible by Bowei Strategy, a company that empowers teachers to do what they love. Check out their free ebook for building an online career.

TESOL 2026 Highlight: “We Teach the World”

englishwithjennifer — Fri, 17 Apr 2026 19:54:05 +0000

It’s been three weeks since TESOL 2026 in Salt Lake City. Sometimes time works in our favor because we tend to forget details from sessions and talks, but the key takeaway remains with us. It’s like panning for gold because the grains of sand wash away, and what’s left behind are small nuggets we can treasure.

So what’s sparkling in my mind today? I’m thinking of all the TESOL stories Justin Shewell shared at the Presidential Plenary — “We Teach the World.” He highlighted the paths of different educators in our field, and it reminds me of how beautiful our work is, both individually and collectively. Justin spent his early teaching days in South Korea. It grew richer through serving the deaf community, a population not many of us have experience with. That phase of his career alone impresses me. Our numbers need to remain strong, and our paths need to remain diverse because there are many learners who need passionate, dedicated teachers. As Justin stated, “There will always be a need for competent, caring teachers.”

In this time of great change and technological developments, we must “stay true to our core values.” The various ESL stories told illustrated our shared values as well as the responsibility we carry to make sure students are supported not merely in language learning but also in the world at large. As “bridge builders,” our work is meant to make communication and connections possible. Justin ended his presidential address with the debut of a musical collaboration — “We Teach the World,” which is available on Spotify and Apple Music.

Featured image by Gerd Altmann from Pixabay

TESOL 2026 Highlight: “In the future, learning will be…”

englishwithjennifer — Fri, 10 Apr 2026 19:08:15 +0000

Enilda Romero-Hall delivered her keynote at TESOL 2026 on the first full day of sessions. She started the talk “The Interplay Between Technology and Humanity: Shaping the Future of Education” by asking us to finish the sentence, “In the future learning will be…”

I appreciated this moment of reflection, especially because the invitation was cleverly worded. The way the statement reads allows for two perspectives. On the one hand, we might picture a certain kind of future as inevitable because we’re moving forward on a current we can neither stop nor control. Other other hand, we might actually play a role in shaping the future, as the title of the keynote suggests, so optimistically, how would you wish to shape it? We had the chance to exchange ideas with audience members next to us. My partner and I spoke of the future with hope.

Enilda spoke with concern and intention. The issue of accessibility was addressed as was the real risk of overreliance on AI. “Are we giving away our critical thinking?” she asked. Along with accessibility comes ethics. Will not using AI make some students feel left behind? At the present, both educators and learners are forming their own rules about AI use, and Enilda emphasized the need to provide a visionary framework. She noted the US Department of Labor’s AI Literacy Framework.

The speaker has a vision of government, industries, and academic institutions working together to shape a future for humans and technology. Additional concerns of social media’s impacts on youth, surveillance, and transparency were shared. Enilda pointed out that we’re using tech tools for learning purposes that were not designed for such purposes. She urged us to consider that there are both positive and negative potential futures, so what future are we building?

I appreciated the warning that “technology is not neutral.” In the context of cultural sensitivity and inclusion, technology can be used to “empower educators to empower learners.” Enilda holds the uplifting vision where the use of technology is liberating.

Go ahead. Finish the sentence now: “In the future, learning will be…”

Featured image by Tyli Jura from Pixabay

TESOL 2026 Opening Keynote Takeaway

englishwithjennifer — Fri, 03 Apr 2026 19:14:13 +0000

TESOL 2026 seemed a bit quieter this year, but I still filled my notebook with plenty of food for thought. It will take time to unpack it all. Please allow me to do this at an unrushed pace over the next couple of months.

I’m happy that I arrived early enough in Salt Lake City to enjoy both the Opening Keynote and the following Expo Reception to “mix and mingle” as the program described it.

Carl Hernandez, BYU’s Belonging Vice President, set the tone for the convention with his talk “Belonging for One, Belonging for All: Language as a Covenant.” Having come from a migrant farmworker family, he delivered a message about both individual and collective belonging, for without a sense of belonging, students will not easily engage or thrive. We were reminded, “Words matter.” The speaker’s personal story about his mother being paddled on her first day of school for introducing herself in Spanish in a U.S. classroom made our hearts hurt. As Hernandez explained, “Belonging starts with being understood,” and, sadly, that young girl back then that was neither accepted nor understood by her first teacher. The little girl grew up and made the decision not to teach her children Spanish. However, Hernandez took the initiative later to learn the language as a young adult.

Does this sound somewhat familiar to me? Yes. My father chose not to teach my brothers and me Tagalog. Why? As a Filipino immigrant, he knew the importance of belonging, and it seemed best for his children to speak English as native speakers. Similarly, my mother’s side of the family heard some Polish, Serbian, and Hungarian at home, but they grew up speaking English. Why? Belonging. The need to find one’s place in an English-speaking environment. It’s unfortunate that past generations felt compelled to limit their children’s linguistic abilities out of the desire to help them fit in — to help them belong.

I appreciated Hernandez’s view of belonging as having three key areas:
1. Identity
2. Community
3. Service

We can keep that framework in mind as we remember that “we are here to strengthen the students’ experience.” Hernandez urged us teachers to love our students by letting them know that we see the potential in them.

I think we can take that idea one step further and make sure teachers new to any community are welcomed too. How can we show that we see the potential in one another — to teach, contribute to conversations, and have an impact? I was pleased to see the value placed on storytelling because this is an important way we can learn about and appreciate both our students and our colleagues. I found the opportunity to hear some “ESL stories” at the Expo Reception, where I sat down with strangers and walked away with new contacts in my network. Some were attending TESOL for the first time. Everyone’s journey is to be celebrated. When was the last time you invited someone to share their story?

Featured image by Chen retrived from Pixabay

TESOL Convention Checklist

englishwithjennifer — Fri, 20 Mar 2026 17:04:28 +0000

Are you heading to TESOL 2026 in Salt Lake City? Let’s compare pre-departure to-do lists:

1. Pack only comfortable clothes. Wear good walking shoes and layers because it may be warm and beautiful outside, but we’ll we spending most of our hours inside with air-conditioning. If you plan on stepping outside to enjoy the sun, pack a pair of sunglasses. The forecast is looking bright for convention week!

2. Take a reusable water bottle. These days it’s easy to find a water station at airports and convention centers. Don’t waste your money on bottled water.

3. Decide if you’re taking notes on a device or on paper. I’m old school. I always pack a notebook and a few pens.

4. Will you use printed business cards or a QR code? There may not be time to print a new set of cards, but at least have a QR code ready to be scanned if you want to share your LinkedIn page, your website, or other contact info. Be ready to network and stay in touch with those you connect with.

5. Download the convention app before you arrive, but you can use the travel time to plan your schedule. I simply don’t have the headspace to select sessions before my actual day of departure. There will be time at the airport to do that. Not sure where to look for the app? Check your March 6 email from TESOL or visit the Cvent webpage.

6. If you’re presenting, have Plan B and C and why not D? My-copresenter and I built our slides on Canva. We uploaded a PDF for participants to Google Drive. I have the PowerPoint file in Dropbox, and we both downloaded the pptx file on our laptops. I think we’re covered! Truthfully, we know our presentation well enough that we could even fly without any visuals.

7. Pack all cords, chargers, and devices. In this digital age, how could we manage without everything fully charged and ready to serve us?

8. Sleep aids. Seriously. It’s hard to function on a bad night of sleep. What do you need to fall asleep and stay asleep? An eye pillow? Melatonin? Many of us are coming from a different time zone. It may or may not work to our advantage.

9. Personal items for personal comfort. What else do you need to sit quietly for 45 minutes or more? Pack some tissues, lip balm, throat lozenges, and anything else you usually need throughout the day. Hand sanitizer may be handy too. In this category, I’ll include small snacks, like Kind bars. I may nibble on something small from home between sessions rather than splurging on overpriced food at the convention center.

10. A bit of cash. You never know when you can’t simply tap or insert your card to make a payment. Be safe and have some small bills on you.

I invite you to attend my session on “Your Mindset and Resilience as a Creator on Social Media.” I’m co-presenting with Emma Walker of Pronunciation with Emma. Join us at 10 AM (local time) on Friday, March 27 in Room 355A in Salt Palace Convention Center for our 30-minute Teaching Tip.

Featured image by lassensurf retrived from Pixabay

Be sure to take a quick look at my 2025 post where I shared 16 TESOL Convention Tips: Get the most out of it!

Perfect Grammar Is NOT the Goal

englishwithjennifer — Fri, 13 Mar 2026 17:22:55 +0000

Read the following statements aloud. Do they ring true? Does any of them give you pause?

Not all grammar mistakes are equal.
Not all grammar mistakes really matter.
Not all grammar mistakes are really mistakes.

My father studied English grammar as a second language learner. He was a prescriptivist. He corrected me when I said things like, “So-and-so’s taller than me.” He expected me to know the difference between subject and object pronouns. I appreciate that he held me to a high standard in my youth, yet if he were still alive today, he would see how language has developed many shades of gray. Formal grammar has had to make room for everyday English patterns we now find completely acceptable. You can end sentences with a stranded preposition. It’s okay to use the third person plural “they” or “their” to agree with “someone.” We also love the convenience of using the contraction “there’s” for both singular and plural nouns.

At Pearson’s Grammar Day 2026 webinar, I dared to suggest that the line between “good” and “bad” grammar can be drawn based on whether the language is effective or not. I believe we can also take into account whether the language is appropriate and natural for the situation. Being understood is the ultimate goal, but if one really cares about the quality of communication, there should be a balance between accuracy and appropriateness. Just as one’s language wouldn’t be received well if it’s highly formal all the time, extremely casual speech could also backfire if used in a setting where sense of decorum or formality is expected. Language should be both clear and natural — not for the user but for the situation. Communication is more effective when the speaker or writer has sensitivity to the circumstances.

Could ChatGPT help “doctor up” any written text so that it’s effective and appropriate? In my latest YouTube video, I addressed learners’ doubt over whether there’s still any value in learning grammar since AI tools can fix everything. (Click to watch.) Hopefully, at least one of the ten reasons I offered will convince them there is value.

In addition, I hope my message is received in its entirety. While I stress the benefits of using standard grammar, I also suggest that so-called correct grammar isn’t always appropriate. As I previously stated, overly formal grammar can be off-putting. I can turn to my own family for examples of non-standard yet acceptable language. My great-grandmother used the question tag “hain’t it?” with regularity. When she spoke, “hain’t it” sounded natural, and she effectively used her question tags. I never thought to point out that no English teacher in my school would let that uniquely Pennsylvanian phrase pass without comment. For the conversations we were having, my great-grandmother’s use of “hain’t it” was just fine. Her language was effective and appropriate.

Did I ever bring the use of “hain’t it” into school? No. Even as a kid, I understood certain words and expressions were confined to a set of circumstances. Before I knew about code-switching, I learned to keep Pittsburghese out of my academic speech. Is it okay to let some of that language slip back in if I’m visiting friends and family in PA? Of course. A strong communicator should have situational awareness and the people skills to determine how best to adjust one’s language to the purpose and context. “Correct” English isn’t always the most appropriate language.

I still firmly believe in the value and effectiveness of accurate grammar. I also feel that standard grammar will serve language learners best in the greatest number of situations, but variations and perceived imperfections are part of human communication. We should not only learn to adjust our speech but also increase our ability to adapt to the numerous deviations that will surface in English — a global language that millions are making an effort to master, including ESL teachers like me.

Featured image by Pavlo retrieved from Pixabay

Related posts:
“I Have AI. Why Should I Study Grammar?” (2026)
Confessions of an Experienced English Teacher (2026)

“I Have AI. Why Should I Study Grammar?”

englishwithjennifer — Fri, 06 Mar 2026 17:54:49 +0000

I had the recent honor of speaking for Pearson’s Grammar Day 2026. Thank you to all who attended the webinar on March 4. I shared a brief follow-up post on LinkedIn, and in the very near future, a full summary of key points will be shared on Pearson’s website. Stay tuned.

Today I’d like to reflect on one specific question that we may have to answer. Some language learners will argue, “Why should I study grammar? I have AI.”

We discussed this during the webinar, but I’d like to lay out my response here with stronger support.

1. Because we have the potential to become competent.
As I stated on Grammar Day, “There is joy in being competent. There is confidence in mastering a skill.” It’s natural for all living things to grow. Why deny our nature? Is stagnation really preferable? Learning grammar expands our mind and strengthens our communication skills. Developing language competence is a choice.

2. Because choice empowers us.
We can’t fly on autopilot and call ourselves responsible. Our copilot (be it ChatGPT, Gemini, or whatever) can provide suggestions, but we’re the pilot in command and should make the ultimate decision to accept or reject AI suggestions based on our own knowledge and experience. We must use our critical thinking skills to evaluate information and make an informed decision.

After experiencing dual engine failure due to a bird strike, Captain Chesley “Sully” Sullenberger chose to make a water landing on the Hudson River back in 2009. He and his human copilot read the instrumentation, reviewed recommended procedures, but ultimately chose to follow their intuition. Both were experienced pilots. Their choice paid off, and not a single passenger or crew member died that day.

No one will die if we make a grammar mistake, but we are the authors of our words. We must take ownership of them.

3. Because confident decision-making isn’t possible without sufficient knowledge.
I shared a couple of truths with my fellow teachers on Grammar Day. First, clear communication is essential in every profession. Second, confident, effective communicators are valued. If we accept those truths, then we can conclude that learning grammar is a worthwhile investment. Who doesn’t want to be a confident communicator? Grammar provides the structure we need to organize our ideas and convey any message in an appropriate manner. Why study grammar? Because it’s an investment in oneself. You’re worth it, aren’t you?

The next question becomes how much? How much grammar should I learn? How much time and effort do I need to invest? The fact that grammar is essential in communication should prompt anyone to take even a small amount of interest in it. We can compare this to studying math. We all carry a calculator with us, thanks to our phones. We can use it at any time. However, we all learned at least basic math skills. Some of us even remember high school math…well, a little. Having studied and practiced math, we understand the process of addition, subtraction, multiplication, and division. We can do it if and when we need to. Similarly, students should have a basic understanding of syntax, punctuation, and even more advanced concepts like parallel structure. We should all understand what is being checked so that we can accept or reject suggested edits.

4. Because seeds grow — you increase your potential to own a lush, bountiful garden.
Learning different grammar lessons will pay off in different ways, many of which can’t be predicted. It’s the teacher’s responsibility to explain the value and purpose of a particular grammar structure while teaching it, and the learner will discover useful applications over time.

I told webinar attendees how I gave my son a copy of Victor Frankl’s Man’s Search for Meaning last summer. He read it and we talked about it only briefly. That fall, in one of his psychology classes, a professor asked if anyone had read the book. Faster than anyone who had ChatGPT on their phones, my son raised his hand. He knew the story of this Holocaust survivor and had a basic understanding of Frankl’s logotherapy. Did the seed planted in the summer have a chance to grow? Yes.

This spring my son is studying abroad, and he’s been traveling throughout Europe. Recently, he visited Poland and toured Auschwitz. He’s studied history more than most, but I also know that Victor Frankl’s personal account as a concentration camp survivor added a layer of depth to his visit.

My point is that taking the time to complete an activity like reading can have unexpected and fruitful benefits. My son didn’t read an AI summary of the book. He took the time to read it and learn the information. Investing the time to learn valuable information means that you get to internalize it. It’s part of your knowledge and the way you process the world around you.

5. Because nothing of true value comes easily.
I ended the webinar by reading an excerpt from Herbert Goldstone’s “Virtuoso” (1953). I highly recommend that you find a copy of this insightful short story. It certainly hits different in the age of AI, but the truth remains constant. Certain things in this world aren’t really meant to be easy. Language proficiency isn’t supposed to be handed to anyone after typing in a prompt. It’s acquired.

AI can make things easier for us, and we’d be silly to deny this support categorically, but the acquisition of knowledge and the opportunities to synthesize and apply it are part of our human experience. We should embrace our humanity even when making use of AI.

The bottom line: We are human, and it’s a wonderful thing to be. In our struggles, our mistakes, our joys, our successes, and our failures, we experience our humanity. We’re meant to grow. We have the ongoing opportunity to learn and develop our abilities — including language competence. Allow AI to offer convenience and guidance, but don’t give up your birthright: to grow. Embrace your humanity and continue to become the best version of yourself.

Featured photo by Kaboompics and retreived from Pexels.