Over the years, although I have not always been a student in the field of Education, I have researched and written about educational topics. Below, is my Master’s of Arts in Intercultural and International Communications research paper, which was on the topic of Dyslexic learners and British Columbia, Canada schools. I will be adding to the collection as I complete additional education certificates in English as a Second Language Instruction, and Special Education Instruction. The research and discussions are specific to the Canadian context, and even more specific to the province of British Columbia. I hope the papers and their references provide engaging content. Please also see my blog where it is my hope that you will find materials that can support your own endeavours.
Seeing, Hearing, Moving, and Touching: Communicating with Dyslexic Learners Through Multi-Sensory Methods for Learning Assistance Teachers in British Columbia School Districts
Author: Linsie Kolshuk
Date: June 2008
The British Columbia (B.C.) Ministry of Education has only been actively working to meet the needs of dyslexic learners since 1992. The question asked in this paper is: how can Learning Assistance Teachers in B.C. be more effective in their teaching of dyslexic learners? By assessing gaps in the B.C. educational system, it was found that Learning Assistance Teachers are not required to have training and experience in multi-sensory and phonological awareness methods of teaching. A review of the literature explores multi-sensory and phonological awareness instruction to support recommendations for Learning Assistant Teachers. The paper concludes by offering recommendations for the problem of Learning Assistance Teachers’ lack of multi-sensory and phonological training and provides suggestions for further study in the areas of communication, Learning Disabilities, education, and teaching methods.
Inquiry Report: Identity and Empowerment in Literacy Development for Secondary ELLs
Authors: Linsie Kolshuk and Elaine Weng
Date: December 2014
The word literacy carries great meaning and can determine the level at which a person will succeed in school and after their graduation or premature departure/dropout. If a person is literate it is understood they can read, write and function within society in a productive way, contributing his or her unique identity. However, if a two-letter prefix is added to the word, a person is considered illiterate and not able to read, write and function in society in a way, which allows them to contribute their unique identity. As educators, literacy is one of the primary goals in the profession, whether the content is math literacy, science literacy, historical literacy, or literacy associated with social responsibility. For an English Language Learner (ELL) educator, literacy should be a main goal and major part of what students develop through class lessons and activities. The focus of this inquiry report explores how literacy development can be promoted for secondary ELL instruction within the English language classroom.