English with Jennifer

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.

From Learner to Leader: Keita Mulopo’s ESL Journey

englishwithjennifer — Fri, 27 Feb 2026 15:33:53 +0000

From an informal English learner in the Democratic Republic of the Congo to a multilingual educator based in New Hampshire, Keita Mulopo’s journey is a powerful reminder that language teaching is deeply human work. Sixteen years ago, Keita was teaching himself English through authentic materials, YouTube videos, and conversation networks. Today, he teaches and supports refugee and immigrant learners throughout the U.S. His story is one of persistence, purpose, and heart. I’m honored to share our recent conversation.

About Keita
Keita Mulopo is an ESL educator from the Democratic Republic of the Congo with over a decade of experience teaching English as a Foreign Language before coming to the United States for graduate studies in Teaching English to Speakers of Other Languages. In the U.S., he has supported international students in developing academic English and navigating higher education. His current work focuses on teaching refugees and immigrants nationwide, both online and in person, particularly learners with limited or interrupted formal education. As a multilingual educator, he is committed to practical, student-centered instruction.

Jennifer: You’re a long way from home, Keita! I’d love to know more about your background. Can you share your ESL path?

Keita: My journey with ESL began in the Congo, where I graduated high school with almost no English proficiency. Because I loved the language, I became very intentional about informal learning: watching authentic materials, I watched many online ESL teachers, and your YouTube videos stood out to me because of how clearly you modeled functional, real-world English. During this period, I also built conversation networks, and even taught friends the little English I knew.

That experience is what motivated me to choose English Language Teaching as a major, and I’ve now been teaching for over a decade. What stayed with me is how difficult it can be for learners to bridge classroom English and real-life communication. In addition to English, I speak French, Lingala, Kikongo, Ngongo, and a little bit of Swahili. Being multilingual has shaped how I understand language learning as deeply personal, social, and identity-driven.

Jennifer: It seems you had a natural instinct to put your growing knowledge of English to use. I’m also thrilled that my early videos found their way to you! With such a rich linguistic background, you certainly understand language acquisition first-hand. What helped you personally overcome any challenges as a language learner? Has this influenced how you teach your own students today?

Keita: What helped me most was persistence combined with meaningful exposure. My informal learning was mostly fun by prioritizing communication over perfection. I also benefited from peers who were encouraging. This directly influences my teaching today. I prioritize creating a low-anxiety environment, validating students’ linguistic identities, and emphasizing communication over perfection. I remind students and myself that making mistakes is not failure; it’s evidence of growth.

Jennifer: I fully agree! I love what you said – “communication over perfection.” And, as I understand, you’ve been helping many different populations build their communication skills. What kind of contexts have you taught in over the past decade?

Keita: I have taught in a variety of contexts, including adult ESL programs, community-based education settings, and online classrooms. My work has included teaching beginners to upper-level learners, literacy instruction, and college writing to international students. I’ve also been involved in program coordination and curriculum development, particularly for Afghan refugee populations.

Jennifer: Is that who you’re currently teaching?

Keita: Yes, I currently teach Afghan adult refugees in New Hampshire. Many of my students are balancing language learning with work, parenting, and resettlement challenges. I also serve in an administrative role, supporting program development and instructional quality.

Jennifer: What specific needs do you see among the immigrant and refugee populations you’ve worked with?

Keita: In most cases, the immigrants and refugee population I’ve worked with have limited literacy in a first language, interrupted schooling or are just illiterate in their L1s; which I believe means ESL instruction must go beyond grammar and vocabulary. Learners benefit most when language instruction is practical, culturally responsive, and connected to real-life needs and empowerment. Visuals, repetition, modeling, oral practice, and real-life applications are far more effective than abstract explanations. I also see that these learners often need confidence-building. Some carry feelings of embarrassment about their limited schooling, so creating a respectful, dignified classroom environment is essential.

Jennifer: Your learners are lucky to have an empathetic teacher to guide their studies. I sense your passion as you talk about your work. What would you say fuels that passion?

Keita: My own experience as an EL learner is the primary source. Second, witnessing how my work directly impacts learners’ daily lives and futures in a world where English is the dominant language.

Jennifer: Can I ask how you would describe your teaching style? What resources or sources of inspiration do you draw from?

Keita: I would describe my teaching style as student-centered, supportive, and purpose-driven. I incorporate all the language skills: listening, speaking, reading, and writing. I value clarity and flexibility, and I adapt lessons based on students’ goals, needs, and lived experiences.

I draw inspiration from communicative language teaching, culturally responsive pedagogy, and my students themselves. Last but not least, my professors’ words: “Language teaching is not linear, it’s messy!” This statement reinforces my flexibility in teaching, it encourages me not to always stick to “planned materials,” but adapt to students’ actual needs.

Jennifer: I love that! I’m totally willing to create beautiful messes, and I believe a special work of art can result from such messiness. I also appreciate your ability to draw inspiration from the students themselves. That fuels me too.

With more than ten years of teaching under your belt, what advice do you have for teachers just entering our field today?

Keita: Always conduct needs analysis, and listen to your students! Be patient with them and with yourself. ESL teaching is as much about relationships as it is about instruction. Stay curious, seek mentorship, be committed to continuous growth, and remember that progress may be slow, but it is deeply impactful.

Jennifer: Beautifully said! I think you have a future as a teacher trainer. Like you, I believe in lifelong learning. What do you do in order to grow personally and professionally?

Keita teaching in the Congo during COVID

Keita: I intentionally remain open to learning opportunities. I participate in professional development workshops, engage in ongoing personal and academic reading, and collaborate with colleagues and mentors whose perspectives challenge and strengthen my own. Reflective teaching is also central to my growth: I regularly evaluate my instructional decisions and student outcomes. In addition, I am actively seeking opportunities to get into a PhD program in Applied Linguistics, because I see doctoral study not only as academic advancement, but also as a way to deepen my contribution to the field.

Jennifer: I wish you all the very best as you continue building your career. Do you already have a vision? Where do you see yourself professionally and/or personally in 5 or 10 years?

Keita: In the next five to ten years, I see myself working at the intersection of teaching and research, contributing meaningfully to teacher education, and program design that better supports international, immigrant, and refugee learners. My goal is to help bridge classroom practice with research-informed approaches that address real challenges multilingual learners face.

Jennifer: You mentioned challenges that learners face. What would you identify as a central one?

Keita: As a multilingual learner myself, I understand the vulnerability and courage it takes to learn another language, and the demotivation that shows up when not well taught. My own journey continues to shape both my teaching and my research interests. That is why I approach language teaching as a form of applied problem-solving, as each learner brings a unique combination of strengths, gaps, experiences, and goals. My role is to analyze those variables and design instruction that responds to real needs rather than relying on one-size-fits-all methods.

Jennifer: That’s a gem of an idea – we can’t rely on a one-size-fits-all method. Let’s get creative and even a bit messy as we find the the most effective ways to help our learners communicate in English! Keita, thank you so much for sharing your ESL learning and teaching experience with us.

Related links:
Follow Keita on LinkedIn
Soon to be launched! FMK English Academy (Link to site will soon be active.)
YouTube: FMK English Academy (Videos coming soon.)

Featured image by Safari consoler retrieved from Pixabay

Confessions of an Experienced English Teacher

englishwithjennifer — Fri, 20 Feb 2026 23:28:18 +0000

As I prepare to speak at Grammar Day 2026, a free webinar hosted by Pearson, I find myself more conscious of my use of the resources I turn to for grammar help. On March 4, I’ll be addressing the language competence of our learners — I should start the talk feeling confident about my own!

The other day I posted an announcement on LinkedIn, and it was only after I published it that I realized I had overlooked a typo. I had been moving words around, and one of the moves resulted in a missing -s on “means.” Sheesh. I edited the post promptly.

It’s funny because that very morning I corrected one of my private students on word order in embedded questions. It was similar to my own mistake. Compare:
– What does it mean to “know” grammar these days? (original question)
vs.
– Let’s reflect on what it means to “know” grammar these days. (my rewrite)

I have use of a spell checker on LinkedIn, but that doesn’t necessarily catch grammatical errors since “mean” and “means” are both acceptable spellings. My typo was a result of overconfidence. I was so certain there were no errors, so I clicked “post.” I should have leaned a bit more on the tools available.

In contrast, after publishing a YouTube video this week, I experienced a lack of confidence. I was preparing a pinned comment, and I saw that my use of “gotten” was underlined in Microsoft. I didn’t see that red squiggly line before. I also know that I have my default proofreading language set to US – English, but I had a moment of doubt. Wait a second, I thought, I know that both “got” and “gotten” are acceptable as past participles. I can’t be wrong, can I? …Can I? Is “gotten” now deemed non-standard? Is it preferred only in limited contexts? Have I missed something?

This momentary doubt spurred me to check two American dictionaries, YouGlish, Azar-Hagen’s blue book, and Google AI. After all, I had used “gotten” a few times in my video on the passive causative, and when you publish something for the global community, you better be sure you’re sharing the most accurate information you’re capable of!

The search took very little time, but that niggling worry forced me to find solid evidence that I was right. Why was I doubting my knowledge of such basic grammar? Fear. Fear of what? Hmm. Imperfection? Failing to guide learners correctly? I can’t really name it, but I had a moment of empathy for learners who get hung up on concerns about their grammar.

I’m supposed to be an expert by now. Right? Even experts aren’t perfect. I think it’s more about being an expert on teaching and creating a positive, effective learning experience. I’m always ready to admit that I’m not perfect, and I don’t have perfect English, whatever that may be. But I know that I’m highly accurate and that I’m committed to clear, appropriate communication.

I’m excited to speak at Grammar Day 2026. Grammar still matters…and our ongoing efforts to master it also matter — maybe even more now since it would be all too easy to let AI do all the writing for us. (Which I didn’t do at all in this post!)

Come join me for more reflection. Grammar Day is on March 4, 2026, at 3 PM CST. Attend this special live event hosted by Pearson. Register here.

Featured image by Silvia retrieved from Pixabay

Modal Mystery: Lesson Pack

englishwithjennifer — Fri, 13 Feb 2026 18:43:40 +0000

Oh, the fun we can have when we bring stories into our lessons! It had been a few years since I last uploaded a video on modal verbs, and I wanted to adopt an entirely different approach. I decided to use a short whodunnit tale so I could purposely load it with modals. The 18-minute lesson shares the story in five parts and includes in-depth grammar checks after every chapter. I purposely left out an ending, encouraging viewers to speculate who could have taken the missing items from a group of old friends on a weekend trip.

Personally, I liked one suggestion in the comments: the innkeeper’s dog might have been responsible for the “theft.” But in a lesson pack I’ve created, I favored an alternative ending created by ChatGPT. Curious? Open up the PDF and find out what really happened at The Librum House.

The PDF offers
– the original story script
– a short set of comprehension questions (with suggested answers)
– a short grammar task testing students’ understanding of the degrees of certainty and necessity
– (and my favorite element) a Reader’s Theater script for 5 characters

Enjoy!

Modal Mystery Companion Tasks_EWJ Download

Featured photo by Stephen retrieved from Pexels

Why Invest in Self-Growth?

englishwithjennifer — Fri, 06 Feb 2026 17:49:39 +0000

We all create, contribute, and serve. The question is what are we drawing from? Sure, it’s our knowledge and our life experience — at least in part. But how we feel about ourselves and the current life we’re living can either facilitate or hinder our ability to perform. Self-growth materials and courses guide us to develop in every category of our lives. By prioritizing our general well-being, we position ourselves to offer our very best to the world. We can learn to enjoy each day even more — whether it be full of work or leisure or a mix of both.

In my previous post, I shared a list of ten titles for personal development — all of which have relevance to our professional lives. I’ll extend that list here by moving beyond books in print.

1. Lifebook, a course by Jon and Missy Butcher. This paid program is a meaningful personal growth experience that guides you through the process of creating a detailed life vision. The full course puts you in a cohort to create connection and interaction. You also have the opportunity to find accountability partners so that you get the most out of the six-week program. I designed my “lifebook” in 2023, and I review it monthly. You can always make edits and updates to the vision you have for the twelve categories of life. The compilation (in my case, a media-rich PowerPoint file) is a powerful tool. It helps you say no to what doesn’t align with your vision and yes to all that you want in life. The teachers, Jon and Missy, share strategies for creating the habits that help you shape the life you want.

2. Money EQ by Ken Honda can help you confront limiting beliefs you hold about money. I took this course on the Mindvalley app and then bought his book Happy Money for additional support. You can complete the twenty-one lessons within a month, and the meditations are ones you might come back to. Ken Honda also holds many free live events in English, so once you become familiar with his teachings, the live events can reinforce and expand your understanding of “happy money.” Ken is probably the most likable millionaire I know.

3. Hero on a Mission: A Path to a Meaningful Life by Donald Miller. I highly recommend listening to the audiobook, then you can follow up with a visit to his website for free worksheets. This is more than a passive listening experience. Donald is a humble, genuine person who uses his experience to guide people and businesses to their goals. Once you embrace the idea that we can all play the role of victim, hero, and guide, you start to see your past, present, and future differently. As teachers, we can relate to the idea of guiding a learner to be the hero of their story. Incidentally, one of my private students introduced me to Miller’s work. His life vision exercises became writing activities in the context of our lessons. Her final drafts were included in the digital writing portfolio we keep on file (an attractively designed PowerPoint file).

4. The Secret (2006) is a documentary that gives many of the most popular personal development teachers a chance to explain their understanding and use of the Law of Attraction. You might recognize names like Bob Proctor, Jack Canfield, and Lisa Nichols. Even if you don’t, the film will introduce you to a number of thought leaders, and you can choose to follow any of them more for deeper understanding.

5. The Shift (2009) is another inspiring film but with a different approach. Author and speaker Wayne Dyer is the central figure who shares his teachings with the crew that is supposedly filming his documentary. Woven in are the tales of other individuals who are experiencing a personal crisis and then ultimately a powerful shift in their lives. It’s short and impactful. You might start with this film and then decide if you’d like to dive in deeper by reading Dr. Dyer’s books. How did I learn about this film? Another private student!

6. Wayne Dyer had an incredible dialogue with Abraham (channeled by Esther Hicks). The recording should be found on YouTube, but you can also purchase the transcript. That conversation alone might hook you on Abraham’s teachings. In-person workshops with Abraham are the next level. If you watch a video or read a book with Abraham’s teachings, you won’t likely stop at one. You’ll want to learn more. Soon enough, you’ll be ready to attend a live event in person. There will be a few hundred others ready to receive insight and looking to walk away at a higher vibration. I was impressed by the diversity in the audience at the Boston event last year. People are of all ages, backgrounds, and countries. Hearing Abraham speak live and interact with audience members who take the “hot seat” is truly special. I’ve often thanked the colleague who introduced me to Abraham.

7. Unleash the Power Within (UPW) with Tony Robbins. This was quite an intense 4-day experience. Tony is a high-energy individual, and he brings in a number of other motivational speakers as well. In comparison, I found the Lifebook 6-week program to be quiet and reflective in nature yet very powerful, and I appreciated the detail I was asked to go into while creating my life vision. Tony’s information-packed UPW is turbo-charged, emotional, and designed to be a catalyst to shift your mindset and shed limiting beliefs. (The two programs are about equal in cost.) I should mention that one of my private students is a devout follower, and her enthusiasm for Tony’s programs prompted me to sign up for UPW.

8. Mindvalley app. I’ve subscribed to this personal growth platform for a few years now, and I’ve taken a couple of dozen “quests” with different teachers. I’ve learned energy healing, feng shui, speaking strategies, and more. I’m also a member of the Massachusetts Mindvalley chapter, and this keeps me in touch with like-minded people. Follow the CEO Vishen Lakhiani on social media, and you can decide if his teachings and tips suit your aims in life.

9. Bob Proctor was a name I had been familiar with, and one of my private students has been following him for quite some time. (Yes, most of my private students invest in self-growth materials.) I recently started listening to lessons on his YouTube channel.

10. Joe Dispenza is another author, speaker, and teacher I’ve listened to at length. My number one tip is to make sure you listen to authentic recordings. Don’t fall for the AI-generated content. Joe is so popular that channels are uploading teachings Joe never taught! Stick to on-camera interviews and officially published videos. I follow him on YouTube.

BONUS
Man’s Search for Meaning by Victor Frankl. This is a book. It’s not a podcast or a course. If all the other materials and teachers fail to resonate with you (hard to believe, though!), then read the story of this Nazi concentration camp survivor who not only details his personal experience of survival but also explains logotherapy — the idea that our search for meaning is our main motivation. Frankl’s account genuinely and effectively illustrates resilience.

Featured photo by Karolina Grabowska retrieved from Pexels.

Improve Your Well-Being, Improve Your Teaching

englishwithjennifer — Fri, 30 Jan 2026 17:56:53 +0000

I’ll have the pleasure of co-presenting at TESOL 2026 with fellow creator Emma Walker of Pronunciation with Emma. We’ve both experienced the ups and downs of putting content creation at the center of our work, so we plan to address the mindset and resilience an online teacher needs for the long haul.

With that audience in mind, I’ll start building a list of resources that have helped me improve my overall well-being and outlook on life. Career, as we know, is just one of several categories we can grow in. I’ve come to better understand the interplay of the varied aspects of me: the teacher, the mother, the sister, the friend, the learner, the homeowner — the list of my roles goes on. We are all more than just teachers, aren’t we? It’s ideal to find happiness both within and beyond our daily work. No single category of life can be healthy if we don’t start from a place of self-care and self-love. This belief has been nurtured by the following books.

Top 10 Self-Growth Books
1. You Can Heal Your Life by Louise Hay. I highly recommend the gift edition, which beautifully packages the author’s impactful messages. It was a private student who introduced me to Louise Hay, and I remain forever grateful. This is Hay’s seminal work, and readers learn about the harm negative thoughts and beliefs have.

2. The Power of Intention by Dr. Wayne W. Dyer. The same student also shared an online video with Wayne Dyer, and I immediately bought one of his many books. This one held the teachings I needed to understand how intention is related to manifestation and creation.

3. Atomic Habits by James Clear is on every bestseller book for a good reason. It was another private student who brought this title into our lessons, and I remember sharing what I learned about identity-based habits with the contractors who were renovating my house at the time. We shared lunches together, and I enjoyed explaining how to gradually change our behavior for the better — as the author puts it, “Tiny Changes, Remarkable Results.”

4. Happy Money: The Japanese Art of Making Peace with Your Money by Ken Honda helped transform my money mindset. I think this should be required reading for teachers and others in professions of service. I didn’t realize how many negative beliefs and feelings I had wrapped up in money matters. To this day, Ken Honda’s teachings guide me to be a happier person.

5. Think and Grow Rich by Napoleon Hill. For me, the title was off-putting at first, but more and more people who I admired talked about the impact of this book on their careers and their lives, so I bought a copy and read it. I took notes and reflected. Long before the art of manifesting became mainstream, Napoleon Hill wrote about mindset and positive behaviors. He spoke at length to the most successful people at the time, including Andrew Carnegie, with the goal of studying how they thought and how they approached life, business, decisions, and relationships. I read his Self-Confidence Formula daily. It resonates well with key ideas in my Teacher’s Pledge.

6. Notes from a Friend by Tony Robbins. I have other books of his on my Amazon shopping list, but so far I’ve only had time to read this light work, and I love it. This thin book is inspirational yet practical in nature. I gifted a copy to my accountability buddy. Having attending two Tony Robbins events, I can attest to the transformative effect he has on people. I thank my younger brother for giving me a copy on my birthday last year.

7. Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead by Brené Brown. I love how vulnerability can both valued and celebrated. I’ve learned to do more of this both in my personal and professional life.

8.Ask and It Is Given: Learning to Manifest Your Desires by Esther and Jerry Hicks. A colleague introduced me to the teachings of Abraham last year via video, and I quickly became a faithful follower. I’ve read three of their books, and I even attended a live event in Boston and would gladly attend another. This is the book I recommend because it has 22 processes for improving how we feel and aligning with what we want (in the “vortex”). After my keynote at CoTESOL, an audience member spoke to me afterward, and we discovered we had both listened to one of Abraham’s audio teachings that morning. She said she just knew that Abraham was “motivating” me even before I mentioned it! I place this book lower on the list only because if you’re new to the world of self-growth and manifestations, then you may not be quite ready to meet Abraham. I found it helpful to become well-acquainted with Wayne Dyer’s teachings first.

9. All I Really Need to Know I Learned in Kindergarten: Uncommon Thoughts on Common Things by Robert Fulghum. Before I dove into the world of personal growth, I owned a copy of this book. I always appreciated the author’s ability to remind us of what’s most important. Wouldn’t the present world be a much better place if we all practiced kindness and responsibility more consistently?

10. Brave Thinking: The Art and Science of Creating a Life You Love by Mary Morrissey. If you appreciate the work of Wayne Dyer, this book will likely resonate with you as well. It was a podcast with author Jack Canfield that introduced me to Mary Morrissey’s work. I’ve watched many of her videos as well. I appreciate her approach to manifesting, which is both an art and a science. The key ingredient is to be brave. This overlaps with Tony Robbins’s idea of taking inspired action — massive action.

There are other books I could add, but this is a good start with enough variety to give everyone at least one new title to consider.
Happy reading! Happy growth!

Featured photo by Karolina Grabowska http://www.kaboompics.com. Retrieved from Pexels.

Related post:
Why Invest in Self-Growth? (2026)

Designing Joyful Learning: Talking Games, Pronunciation, and Building Connections with Laura McIndoo

englishwithjennifer — Fri, 23 Jan 2026 17:24:31 +0000

If you’re not having enough fun when you teach, maybe you need to learn some new games. Savvy teachers know that the point of playing games isn’t simply to draw laughter for laughter’s sake. Fun activities hold the potential to maintain engagement, activate language, and reinforce skills. Designing a game is a skill itself. Luckily, there are talented minds among our fellow teachers, and these folks have a knack for this. Would you like to meet a bonafide Master Trainer? Allow me to introduce you to Laura McIndoo. Teaching through games is just one of her many strengths as an educator.

Laura McIndoo (BLACK CAT McIndoo!) graduated with an MATESL from Saint Michael’s College in 1996 and has been teaching ESL ever since. She began her teaching career at Gama Bell Teacher Training College in Krakow, Poland, before moving to New Mexico in 2001. Laura currently teaches ESL full-time in the ABE program at Central New Mexico Community College in Albuquerque and serves as the ESL Curriculum Coordinator.

For the past decade, Laura has been an integral part of the Color Vowel team, serving as Creative Director, graphic designer, Master Trainer, and game developer. In 2014, they published the pronunciation game “Color It Out!” which led directly to Blue Canoe, an app that offers pronunciation practice with proprietary machine learning for active feedback. More recently, Color Vowel has published two hybrid books by Laura, “Classroom Games 1” and “2.” She also collaborated with the Intercambio team in Boulder, Colorado, on the book “Pronunciation Fun with Pictures.” In her free time, Laura pursues pottery and exhibits her work in a local gallery.

Enjoy my recent exchange with Laura!

Jennifer: Can you share your ESL path? What led you to this profession?

Laura: My journey into teaching English as a foreign language traces back to my childhood, where my grandparents’ travels around the globe ignited my curiosity of other cultures. They brought back unique dolls and everyday items from different countries, which always fascinated me. During my high school and college years, I felt a strong connection with foreign exchange students. I loved befriending them and found immense joy in helping them navigate our culture and language when they faced challenges. This sense of fulfillment inspired my academic choices; I pursued a major in Spanish, envisioning a vibrant life in Spain. However, I quickly realized that Spaniards likely didn’t need me teaching them Spanish! I don’t think my teenage brain had thought that far ahead; I was just smitten with the idea of living abroad. Ultimately, I decided to pursue a Master’s in Teaching English as a Second Language (MATESL) as an ‘easy ticket’ to travel around the world. But as soon as I started my coursework, it became clear that I had discovered my true calling. That was just about 30 years ago now!

Jennifer: My own teenage brain was hung up on the idea of teaching Russian. The Russian language didn’t remain popular in U.S. high schools, and I found myself teaching English in Moscow! So, did you eventually make it abroad?

Laura: Yes! I completed my student teaching at a private middle and high school in the suburbs of Athens, Greece. While it was a wonderful experience, it ultimately revealed that my true calling was to teach adults. Following that, I moved to Krakow, Poland, where I taught adults at an evening language school for a few years. I then was promoted to the teacher training college, where my focus shifted to inspiring future educators. I taught English to college students while also equipping them with the essential strategies to teach English effectively. This dual role was incredibly rewarding; I was able to teach advanced English with all of its nuances and complexities, while also encouraging brand-new teachers to have the confidence and skills they needed to go into the classroom. It gave me my first taste of teacher training, which is still my passion. While in Poland, I also taught in a MATESL program (with St. Michael’s College) where I led courses in pedagogical grammar, academic writing, and served as an advisor for master’s students.

Jennifer: Our early paths ran parallel to some degree. When I first got to teach advanced grammar, I took to it like a duck to water. I loved it! I was also given the reins to the teaching training program at an IEP for a time, and I know what you’re talking about – the chance to arm new teachers with confidence and skills. But in recent years, you’ve worked in Adult Ed, right?

Laura: Upon returning to the United States, I joined a local community college, where I’m currently teaching ESL in an Adult Basic Education (ABE) program. Initially, I taught part-time while my children were young, but I eventually transitioned to a full-time role, which I’ve held for the last 15 years. The pandemic brought new challenges, as I adapted to online teaching, and I’m now teaching both face-to-face classes and online asynchronously.

About 10 years ago, I discovered the Color Vowel Method, which resonated deeply with me. Realizing I had been missing this valuable pedagogy in my previous teaching experiences, I dedicated myself to learning it and have been working closely with the brilliant and visionary Karen Taylor ever since. Now I teach Color Vowel Basics and other Color Vowel workshops for fellow ESL teachers throughout New Mexico.

Jennifer: Tell me about the student populations in New Mexico. What kinds of teaching challenges are unique to your state?

Laura: I’m sure the challenges we face are similar to those encountered by ESL and immigrant communities elsewhere. However, New Mexico presents some distinctive hurdles. Geographically, we are the fifth largest state in the country, yet our population is relatively sparse. Although Albuquerque serves as a large urban center, much of the population is spread across small towns and diverse Pueblos, making it difficult to foster a cohesive support network for educators.

This geographical separation means that ESL programs often operate in isolation, which can hinder collaboration and the sharing of resources among educators. We have a significant number of ESL students across the state, but the distances between communities can create a sense of disconnection. I believe enhancing support for educators throughout New Mexico is crucial; it would not only help to bridge these gaps but also alleviate feelings of isolation. Together, we could create a more unified approach to supporting our students and enriching their learning experiences.

Jennifer: I hope your communities find the resources to do that. Isolation can truly create challenging circumstances. People from all walks of life discovered this during COVID. Both teachers and students need to feel connected. That makes me think of your other passion: games! Games can create connections. Can you talk about how you integrate games in your instruction? What kinds of games have you designed in recent years?

Laura: Games are a cornerstone of my teaching approach! Early on, I recognized their immense value—not only do they make learning enjoyable, but they also naturally lower students’ anxiety levels, creating an environment where they feel comfortable participating. This relaxed atmosphere significantly enhances the potential for genuine learning.

The mechanics of games offer a structured yet flexible framework that empowers students to take charge of their learning. The responsibility for moving an activity forward shifts from the teacher to the students, fostering autonomy and engagement. Given these advantages, I consistently incorporate games into various aspects of my lesson plans—whether it’s warm-ups, review activities, error correction, test preparation, or pronunciation practice.

One striking observation is that, no matter how effective a lesson or worksheet may be, students rarely ask to repeat a worksheet activity. In contrast, with games, they express a desire to play again and again. This kind of practice is invaluable—it’s a form of learning that you simply can’t replicate with traditional methods. I realized this when a student approached me after I introduced Color it out! for the first time and he asked me how much it was. He wanted to buy this game that I had printed out and take it home to play with his family. I was floored.

Recently, I developed two hybrid game books that have been published through Color Vowel. These resources allow teachers to easily download and print games for hands-on classroom use, while also providing a QR code that students can scan to play the game online using their devices. It’s fascinating to observe how students engage differently with the material, whether they’re collaborating with a partner in class or playing independently at home. This versatility not only makes learning more dynamic but also adds an additional cognitive layer that helps them retain the content.

Jennifer: Some have the idea that games are only appropriate for young learners. What advice do you have for teachers who aren’t used to incorporating games in their lessons for adults?

Laura: In the lives of adults—both teachers and students—seriousness often reigns supreme. Many of my adult learners juggle numerous responsibilities: jobs, parenting, bills, and the myriad stresses of daily life. By the time they arrive in the classroom, they are often tired and just need a break. It’s difficult to learn when you are tired or stressed. Enter games!

Games can bring so much joy to the classroom. Watching my students interact, laugh, and enjoy themselves while working with the English language is truly heartwarming. There’s a special magic in the air when adults of all ages come together, sharing laughter and friendly competition—whether it’s the thrill of pulling a wild card or playfully skipping a turn. These moments of unexpected delight not only enhance language learning but also bring a much-needed sense of fun into their lives.

Moreover, the learning that occurs during these games is often profound. If a student makes a mistake that costs them 500 imaginary dollars, you can bet they will remember that answer! The consequences of their choices become memorable lessons. When they self-correct, such as realizing they’ve been mispronouncing a common word on a Color it Out! card, the impact can be incredibly powerful: “Teacher, is that how ‘birthday’ is really pronounced: PURPLE SHIRT birthday?!?’” “Yes, it is!” “Wow…PURPLE SHIRT birthday! Thank you!” This kind of engagement opens learners up just enough to make their learning “sticky”—it sticks with them long after the game ends.

For teachers who are hesitant to introduce games, my advice is simple: embrace the opportunity to inject joy into your lessons. Start small—select a game that complements your learning objectives and allows for easy integration. Remember, the goal is to create an atmosphere where students feel relaxed and engaged. The benefits can be profound; not only will your learners develop their English skills in a more dynamic way, but they’ll also find a renewed sense of enthusiasm for learning. We could all use a bit more fun in our lives!

Jennifer: Hear! Hear! By the way, I read up on you. I discovered that you are quite a creative soul. You have a background in music, don’t you? Have you benefited from that as a language teacher?

Laura: My background in music has definitely influenced my approach to language teaching. It has enhanced my understanding of prosody—how we use rhythm, stress, and intonation in speech—and has equipped me to explain these concepts more effectively. Also, I’m acutely aware of the power of music as a mnemonic device. For instance, if I hear a song from decades ago, I can often recall every single word, even if it’s been years since I last heard it. This demonstrates just how impactful music can be on memory, and I strive to leverage that in my classes.

I regularly incorporate songs into the curriculum, using Color Vowels to assist students with pronunciation and listening. Many of my students have shared that they still remember the songs we’ve explored together in class, which reinforces their learning in a fun and memorable way.

However, I believe the potential of using music in language classes is grossly underutilized. So, thanks for reminding me of its value—I need to make it an even bigger component of my teaching!

Jennifer: Yeah, it’s been a while since I’ve used songs and song lyrics. I need to do that again. There are so many possible ways to engage our learners and put language into production. Even as a veteran teacher, I can find it overwhelming at times. I wonder how newbies are feeling about all the resources and tools they have at their disposal. What advice do you have for teachers just entering our field today?

Laura: I have two key pieces of advice for new teachers. First, I recently read an op-ed that resonated with me about how schools address learning concerns. The go-to solution seems to be to subscribe and purchase new programs and curricula, putting their trust in methodologies, software, or the latest ‘flavor of the month’ from publishers. While it’s important to find solutions to issues, it ignores the elephant in the room: the relationship between teachers and students.

Nothing can replace that connection. If a student doesn’t form a bond with their teacher, they are less likely to attend class or engage in the learning process. A good teacher takes the time to understand their students, demonstrating genuine care for their lives and situations. When students feel valued and understood, they are more inclined to participate, ask questions, and truly learn. Conversely, if that relationship is lacking, no new program will remedy the situation. So my advice is to put that relationship first. Get to know your students and be real with them. It’s time well spent.

Jennifer: I love that! Thank you. What else?

Laura: The second piece of advice is to embrace the Color Vowel Method. After earning my MATESL, I spent about 15 years doing my best to explain pronunciation, spelling, and stress in English, but I often felt like I was just winging it. I didn’t really know how to explain why ‘come’ and ‘home’ had different ‘o’ sounds, or why ‘say’ and ‘says’ were different. I didn’t really know what I didn’t know. However, once I discovered the Color Vowel Chart and learned how to effectively use it, my teaching efficacy skyrocketed (and so did my confidence! Ask me anything!)

I can’t imagine teaching without it now. My students have often remarked that it serves as the “secret key” to understanding English, expressing a desire for it to be included in every textbook. I believe it is one of the most powerful tools available for teaching ESL and should be a staple in ESL certification and degree programs.

Jennifer: Shoutout to Karen Taylor and the rest of the Color Vowel community! I appreciate the simplicity that the system creates. Would you give the same two pieces of advice to experienced teachers who’ve been in the field for a decade or more?

Laura: I would without a doubt. While I don’t want to sound repetitive, I firmly believe that the Color Vowel Chart is the most essential skill for ESL teachers today and into the future. This tool is so versatile that even volunteers with minimal training can effectively use it to provide basic English instruction, making them impactful one-on-one tutors.

To answer the question more directly, yes, even seasoned educators can enhance their teaching efficacy significantly by incorporating the Color Vowel Chart. As our reliance on digital skills continues to grow—especially with the increasing demand for online and synchronous teaching—effective instruction (including pronunciation) becomes even more crucial. I can’t imagine teaching online without the Color Vowel Chart; it fundamentally transforms how we explain sounds in English.

In addition to mastering this valuable tool, it’s essential that we don’t lose sight of the most important thing—the teacher/student relationship. I just heard a speaker at a conference say that if what we’re doing in the classroom can be replaced by AI or a program, then we’re not doing our jobs. Whether it’s 2026 or 2056, we can’t lose ourselves in the tech. Forming genuine relationships with students remains paramount. When educators connect with their learners, it fosters a supportive environment that enhances engagement and learning outcomes. So, to sum it up: build those incredibly meaningful connections with your students and leverage the Color Vowel Chart so you can teach phenomenally!

Jennifer: You mentioned AI. Its use will definitely increase. With that in mind, what is your hope for ESL instruction as we move forward?

Laura: I am optimistic that technology will enhance our connections rather than create distance. In the context of rural New Mexico, I envision utilizing technology to reach even the smallest towns and Pueblos, bringing together teachers, students, and communities for shared learning and growth.

I would love to see the development of more online communities that foster professional support and development for teachers. Additionally, I hope technology will be leveraged to amplify our students’ voices, stories, hopes, and dreams.

I realize this might sound idealistic, but I genuinely believe that technology, at its core, is a tool that can be wielded in extraordinary ways to unite us. If we choose to embrace this direction, we can create transformative learning experiences that genuinely impact our students and their communities.

Jennifer: Laura, thank you for your contributions and your visionary approach to teaching.

Related links:
Color Vowel: colorvowel.com
Classroom Games and Color it out!
Intercambio Pronunciation Fun

Contact info: lauramcindoo@gmail.com

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.