@elp MAGAZINE
Issue 10 September 2018
Back and Forth Learning — ELP Instructors Discuss What Motivates Them Why Volunteer with the ELP • Summer at the ELP — So Much To Do, So Little Time
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The best part about the English Language program is that you discover so many new things: A new city, new people from other countries and you can take part in a lot of activities. It’s really a mix of fun, discovery, and knowledge.
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–Carmen T., ELP learner from Switzerland
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@elp MAGAZINE
Issue 10 September 2018
@elp MAGAZINE
CONTENTS
BACK AND FORTH LEARNING
BEING A CULTURAL ASSISTANT
BY THE NUMBERS
HOW TIME FLIES
ELP instructors, Lorenzo Sclocco and Mary Di Pietrantonio discuss what motivates them
The results are in: ELP learners did a lot this summer
THIS IS MY MOMENT
Juan Luis Muniz describes his time at the ELP
Cultural Assistant, Stephen Chankov, explains how working at the ELP has helped him rediscover his city
Yuting Huang tells us what she has learned during her short stay in Toronto
READY TO START
Ă ngela Maria Colon explains how ELP has prepared her for her future studies
A GOOD NERVOUS
Former ELP learner, Souphaxay Khamphilavong, looks back on his time at the ELP and forward to the challenges ahead
AT HOME IN TORONTO
Jose Duran of Mexico makes the case for Toronto
MAKING CONNECTIONS
Yuna Kishimoto says volunteering helped her be more confident
IN THE CLASS
Academic English students conducted informal polls around the University of Toronto campus. Here are some samples of what they found
WHY VOLUNTEER AT THE ELP
Find out what our volunteers were up to this summer
SUMMER AT THE ELP
THE ELP IS YOUR OYSTER
Cultural Assistant, Jessica Pinheiro Da Silveira reflects on the possibilities and opportunities that can be found in the ELP community
In summer, there is so much to do in Toronto
COVER
The Toronto Sign at Nathan Phillips Square (August 2018)
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DIRECTOR’S MESSAGE SEPTEMBER 2018
Like most Torontonians, the learners at the English Language Program (ELP) took full advantage of summer in this beautiful and diverse city. ELP was everywhere this summer—in large numbers. Not only did we welcome over 900 English-language learners from 36 different countries, but those learners participated in over 160 experiential activities in addition to taking their full-time classes. They also volunteered their time at 29 local charities and not-for-profit organizations around the city. Our learners amassed over 2,400 hours of volunteer time in June, July, and August. That’s over 102 days of continuous volunteering during a 72-day period. In my opinion, this figure perfectly sums up the level of student engagement this summer. It was more than non-stop. Throughout this past session—and documented in this issue of @elp— our students and staff showed us that the University of Toronto, the city, and ultimately the ELP make the English-language learning experience one that is immersive, continuous, and inspiring. Inside the classroom, learners and their peers from around the world experienced the rigour of our Academic English program and highlighted their skills during Project Showcase Day. English Plus students took part in many task-based learning activities that enabled them to build confidence to utilize the language learned inside the classroom and apply it to real-life, everyday situations outside the classroom. And after class, the learning continued. ELP learners participated in experiential and volunteer activities, engaged with the local community, met new people and friends at conversation café, and challenged themselves to win the EP Cup. Indeed, this summer—and this issue—illustrates what we at the ELP believe to be true: the best way to learn a language is to live it. Lastly, I would like to congratulate everyone who successfully completed the highest level of our Academic English program and have now met the language facility requirement for admission to the University of Toronto and other potential institutions. I think I can speak for all the hardworking and dedicated instructors and staff here at the ELP and say, it was a pleasure having you at our school. All the best, Lisa Morgan Director, English Language Program and International Initiatives
EDITOR & DESIGN
Dan Pinese
STAFF CONTRIBUTORS
Irene Bae, Stephen Chankov, Christopher Chipman, Adira Daniel, Marisa Di Leo, Marina Eskander, Zack Habi, Jennifer Harris, Edith Krohmalnik, Aimana Mohamed, Douglas Orme, Jessica Pinheiro Da Silveira, David Quispe, Annie Sahagian, Karen Thomson, Janezel Sualog, Eileen Wu 5
BACK AND FORTH LEARNING ELP instructors, Lorenzo Sclocco and Mary Di Pietrantonio, disccuss what motivates them By: Dan Pinese
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ike learning a language, being a language instructor involves being a good listener. No one knows this more than Lorenzo Sclocco, English Plus instructor at the English Language Program and its most recent recipient of the School of Continuing Studies Excellence in Teaching Award. According to him, the best teaching material comes when it meets the student half way, presenting activities and challenges where learners have to figure out the rules of language for themselves. Because, as Sclocco puts it, “When an activity is cognitively challenging, the information will be stored easily and the learners are more empowered and comfortable with their learning.” This is a much different approach to language instruction than the one used when Sclocco was learning German in high school. Then, language instruction meant teaching grammar of out a book, something Sclocco later found out while learning Russian was not as effective. “I had a roommate who spoke Russian and I learned and recalled the language much better. This is because I was learning in my own way by creating conversions comfortably. It is a more natural way to learn the language and correct your mistakes,” he said. This teaching method is called inductive learning— allowing language learners to notice patterns and work out how to use the language correctly themselves. In other words, learning the rules of the language come after using, reproducing, and listening to it. It is the opposite of the way Sclocco was taught German. “Now, I think I have become the teacher I wanted when I was learning a language. I do a lot of inductive or task based exercises. Based on the leaners’ mistakes, I develop lessons. This is what pushes me. It is all about the students and what they need and want to learn,” he said. And one of the ways the learners want to be taught is by using authentic language—the kind spoken during everyday situations. This is another difference between language instruction now and in the past, according to Mary Di Pietrantonio — Sclocco’s mother — who taught at
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It is all about the students and what they need and want to learn. —Lorenzo Sclocco, ELP Instructor
the ELP during the busy August session and has over 20 years of English-language instruction experience. “There is a lot of emphasis of speaking and the learners in my class wanted to learn this way. They expect it. It was a very nice surprise. I was not expecting the students to be so engaged and motivated in their learning because it makes you as an instructor want to give more and more to the student and this needs to be a win-win,” Di Pietrantonio said. “As an instructor, I want to be able to give and reflect on my teaching. That’s what I enjoy, that back and forth learning.” For both Sclocco and Di Pietrantonio, the learning— for both student and instructors— also happens outside the classroom. Not only do smartphones,
Lorenzo Sclocco and Mary Di Pietrantonio Photo by Dan Pinese
podcasts, and the internet make accessing English and potential lessons easier than ever, but working at the ELP allowed them to collaborate with each other and their fellow instructors, facilitating a great learning experience in the class. “It was nice to compare our approach even though we were teaching classes with different levels. We gave each other feedback and adapted what we had done in the classroom. We did this a few times and it made our lessons better for the students,” Di Pietrantonio said. “It was motivating to work here. I really enjoyed it.” Di Pietrantonio is also proud of her son for winning the Excellence in Teaching Award, one that relies on learners to nominate their instructor. For Sclocco, it came as a surprise. “It was something I was not expecting and I thought, ‘Wow, I am really doing something for my students,’” Sclocco said. “It was a great feeling. I really felt the appreciation.”
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162 By the ELP—
NUMBERS All figures refer to the months of June, July, and August 2018
the number of experiential activities
271
learners visited Niagara Falls
In the summer of 2018, ELP welcomed over
900
36 LEARNERS FROM
DIFFERENT COUNTRIES 8
228 114
learners went up the CN Tower
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ELP learners rode the rollercoasters at Canada’s Wonderland
247 114
learners cheered on the Toronto Blue Jays
ELP learners watched the sunset on the Boat Cruise
ELP learners walked the halls of historic Casa Loma
IN THREE MONTHS,
In total, ELP learners volunteered
261 102
2,451 hours.
THAT EQUALS
65 days
ELP learners participated in
29 72 volunteer events
with
charities and not-for-profit organizations.
of continuous volunteering
in
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“THIS IS MY MOMENT” ELP student, Juan Luis Muniz, describes his experience at the ELP.
Interview By Annie Sahagian, ELP Cultural Assistant
Could you briefly describe yourself, your goals, previous education, past work experience, home country, etc.?
Describe the moment you decided you will take this step and you were headed to Toronto, Ontario? What did you feel like?
I am from Jaral del Progreso in Mexico. I am 21 years old and I am a student majoring in electrical engineering in El Instituto Tecnológico Superior del Sur de Guanajuato (ITSUR). A little bit of myself, I am a friendly person who loves to explore new places and make new friends. I am a curious about how things work around me. My previous work experience includes assisting my father with his business during the summer months in Mexico.
I was very excited and happy because of this great opportunity to learn English at the University of Toronto English Language Program. Plus, I was excited to gain leadership skills, explore myself while exploring Toronto. I also felt a little bit sad because I was going to stay away from my family for two months. I encouraged myself by saying, “This is my moment and chance to improve my English and explore a new country.”
What course are you taking at the English Language Program (ELP)? I am currently enrolled in the English Plus programIntermediate level. Why did you choose Toronto, Canada as the place to study? My university and the state of Guanajuato where I am from offered this opportunity and I have always heard that Toronto, Canada is a diverse and a multicultural city that is why I chose to come here.
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I encouraged myself by saying, “This is my moment and chance to improve my English and explore a new country.”
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The people I have met at the ELP have influenced my learning experience as they supported and encouraged me to speak English through conversations during the ELP activities after class. Plus, I have made life-long friends with other ELP students from different countries.
What do you think is a characteristic or a skill that you have developed?
Did you volunteer while studying at the ELP? How many hours did you spend volunteering?
A skill that I have developed is to be brave, positive and try new and different activities. Plus, I have learned that my family will always support and encourage me even when I am away.
Yes! I did volunteer with the ELP. I volunteered for 18 hours in different places. I still remember my first time volunteering. It was at Black Creek Pioneer Village where I helped with setting up the event, assisting the public with directions.
If you can describe your experience here at the ELP with one ice cream flavour, what would it be? And why? Okay, I will say the flavour of Lemon because it is my favourite flavour and my experience here at the ELP has been incredible. What activity outside of class did you most enjoy and why? My favourite activity is for sure the Niagara Falls. It was such a beautiful scene and I enjoyed the nature a lot. It was an exciting opportunity to go there with ELP friends. I have always wanted to visit the Niagara Falls as it represents a major Canadian tourist attraction. What was the role of the people you met (ELP staff, ELP students and instructors) in your experience of learning English? The people I met at the ELP have influenced my learning experience as they supported and encouraged me to speak English through conversations during the ELP activities after class. Plus, I have made life-long friends with other ELP students from different countries. The Cultural Assistants established a friendly and encouraging environment that improved the quality of my English learning experience.
Our students give up a lot of their time volunteering so I always like to ask this question, what do you take away from volunteering; or, why volunteer? Every volunteering opportunity teaches you something different. What I like about volunteering is being able to practice English with native speakers. Plus, volunteering is very rewarding as you can help others no matter of the language barriers or difficulties you might have expressing yourself. Do you have advice for current or future students at the ELP? I advise students not to stay in your comfort zone with students who speak the same language as you do. Plus, I encourage them to try new activities and meet new people as this is your chance to enjoy the experience. I would like to share a quote that I have found online with all the ELP students: “Your time is like a river and we can’t touch the same water twice.” Anything else that you would like to add? Yes, I would like to say that I am a proud Mexican and I am very grateful for the opportunity offered to me from the state of Guanajuato and my university to learn English at the University of Toronto English Language Program. Plus, I am so thankful for all the people who I have met here including the ELP instructors, students and the Cultural Assistants. 11
A GOOD NERVOUS Former Academic English student, Soukphaxay Khamphilavong, attributes getting involved at the ELP to his language-learning success. By David Quispe, ELP Cultural Assistant
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hotography and music are a great mix of art that can be reflected in many ways. However, Soukphaxay Khamphilavong, who also calls himself Joe, has decided to mix his passions for photography and music with engineering. Joe is a former Academic English learner at the English Language Program (ELP) from Laos who came to Toronto after he graduated from high school. I still remember meeting him at the lobby of the ELP and asking him where Laos was located since for me and many more of our friends at the ELP, this was the first time that we heard about Laos. For that reason, when I asked him where he was from, he told me, “I am from Laos, a small country in Southeast Asia.” Currently, he is pursuing his degree in Civil Engineering at Ryerson University and one of his goals is to “Graduate as an engineer from a Canadian University, get a job, and travel the world.” When I asked him why he decided to come to Canada, he says, “I heard that Canadians are friendly, and Toronto is a very multicultural city where I do not feel different.” Therefore, he decided to move to Canada and start his dream by taking Academic English levels 50 and 60 at the ELP. Even though he studied in high school in Vietnam for four years, coming to Toronto was a different and nerve-racking experience since it was his first time being this far from home. “I was nervous, but it was a good nervous more like excitement to learn and experience something new,” he said. On his first day at the ELP, he was shy and anxious for the new opportunities. However, all the experiential activities after class that the ELP offers, helped him overcome those feelings. “The activities after class and volunteering are very important. Almost all my friends from the ELP are people that I met at these activities and volunteering events,” he said. He told me that two of the most important skills that he learned at ELP besides the academic ones were the communication and socializing skills. “I was really shy; I am still a bit shy to talk to others but it was mostly because I was afraid of making a grammar mistake since English is not my first language. And then I thought to myself, since English is not my first language, nobody expects me to speak perfect English. And that was when I started to speak more and made more mistakes. I was lucky because I have friends who were and are always correcting me. That is how I improved my English and other skills, by learning from my mistakes,” he said. During this learning process, Joe thinks that volunteering activities are and were the best way to practice English and communication skills, while giving Toronto and its communities a few hours of time, making it a better place to live.
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“I used to volunteer every week. I volunteered more than 80 hours; it is the best way to practice your English because you are working with people outside of class in the real world. It is tiring sometimes but it is fun. For me, what you gain from it is definitely worth the time.” Always exploring new sounds and rhythms, Joe is also passionate about photography which is reflected in his five cameras and all the pictures that he has taken for past magazines at ELP. He told me that he likes taking pictures of people and their expressions rather than landscapes. For this reason, he used to be our professional unofficial photographer when we were learners at the ELP. Showcasing this interest at the ELP allowed him to get involved even more. Nowadays, Joe spends most of his time studying math and physics. But, life after the ELP has been great for him in Toronto. In fact, he considers that starting his dream at ELP was a decision that has changed his perspective on life for the better. Finally, Joe wanted to share an advice for our current and future students in this adventure of studying in Toronto “Don’t be shy and you will make friends and have fun. And try to get involved in as many activities as possible. This will help you improve your English a lot faster than you think. But also study hard and have fun at the same time. Meet lots of people, and do not miss out on the opportunities.”
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I was really shy... [and] afraid of making a grammar mistake since English is not my first language. And then I thought to myself, since English is not my first language, nobody expects me to speak perfect English. And that was when I started to speak more and made more mistakes. I was lucky because I have friends who were and are always correcting me. That is how I improved my English and other skills, by learning from my mistakes.
Photo by Soukphaxay (Joe) Khamphilavong
David Quispe is a former student at the ELP. He is currrently a Cultural Assistant at the ELP and a student in the Master’s of Mechanical Engineering program at the University of Toronto.
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MAKING CONNECTIONS ELP learner, Yuna Kishimoto says volunteering with the ELP helped her speaking skill and made her more confident. Interview By Edith Krohmalnik. ELP Cultural Assistant
Hi Yuna! Can you tell @elp readers a little bit about yourself? I’m from Japan and a university student studying psychology. I wanted to study English since I was a junior high school student. When I have free time, I like to play basketball and just hang out with my friends.
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Even if I made mistakes, I thought it was okay. I just tried to speak English and then I could overcome my fears. So after I volunteered many times, I was never scared and nervous.
Did you have any expectations of what volunteering at ELP would be like? Did it surprise you in any way? At first, I thought volunteering would be a little bit boring even thought it would be helpful. But after volunteering, it was so fun because sometimes I go to events and I have the opportunity to communicate with local people, so it was much more fun than I thought. Why did you decide to start volunteering? I knew about volunteering because of the ELP schedule, and then I saw the volunteer meeting schedule. I was also curious about volunteering here, and I heard from my friends that it could be helpful for me to improve my English speaking. What have you learned from volunteering? I learned about English skills and also how to communicate with people in Toronto, but the most important thing I learned from volunteering is the reality of homeless people because when I went to the St. Felix Centre, I helped to serve food and drinks to homeless people. Actually, I didn’t know about homeless people or their situation, but when I was volunteering at St. Felix, I learned about the reality of homeless people and how many there are in Toronto. I thought that I have to think and care about the homeless people.
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Did you have any fears or worries before you started volunteering? How did you overcome them?
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I was worried if people could understand my English or not, and the first time I was nervous because of it, but I overcame my fears by just trying to ask people my questions or just trying to speak to other people. Even if I made mistakes, I thought it was okay. I just tried to speak English and then I could overcome my fears. So after I volunteered many times, I was never scared and nervous. That’s good! That’s how you learn. You shouldn’t be afraid to make mistakes because you learn the most from your mistakes. Yes. What was your favourite volunteer experience? My favourite volunteer experience is Blake Street Breakfast Program where we help serve breakfast to students. Whenever I joined the breakfast program, I could talk with children and also I could see cute children, and make food for snacks. It was so fun. Also, I joined three different marathon events, and I gave water to the runners and also cheered for them. When I joined this volunteering, I talked to the runners and I met new people and made connections with them. Why would you recommend that other people volunteer at ELP? I would recommend volunteering because your English speaking skills will improve, and you get good opportunities to meet new people, either at the ELP or in the community. Actually, I made friends through volunteering, so it is a good opportunity to communicate with people. And also, I acquired skills like how to communicate and how to be active and positive and how to have a conversation. I think I am more active and positive than before I volunteered. So, I would really recommend joining volunteering.
I would recommend volunteering because your English speaking skills will improve, and you get good opportunities to meet new people, either at the ELP or in the community. . . I would really recommend joining volunteering.
WHY VOLUNTEER WITH ELP By Zack Habi and Jessica Pinheiro Da Silveira, ELP Cultural Assistants
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olunteering with the English Language Program (ELP) is an integral part of building community here at ELP and within the city of Toronto. Volunteering as an ELP student is a fantastic experience to first hand experience the diversity and be a part of it, while strengthening our values of caring, helping and growing. Volunteering is not only for individual gains, but also impacts the community as a whole in a positive way that leaves both the students and the individuals helped with a greater impact. Volunteering is a great way for ELP students to practice their English outside the classroom and in an environment where they are able to engage in everyday conversations with native English speakers.
DUSK DANCES
This summer, the ELP volunteered with over 29 charities and not-for-profit organizations. These events and organizations include: • • • • • • • • • • • •
Evergreen Brickworks FoodShare St. Felix Centre Taste of the Danforth Ride to Conquer Cancer Jays Care Foundation United Way Rat Race Fort York Indigenous Art Festival Open Streets Toronto Black Creek farm Festival International Beaches Jazz Festival Dusk Dances
Every year, the Beaches Jazz Festival puts on multiple concerts and events to support local charities and local jazz artists around Toronto. For over three years now, ELP has been volunteering with the Festival by helping distribute programs, give directions to the spectators, and helping the logistical team set up the stage so that the Festival runs as fun and efficient as possible. All our help takes place during the concerts, which means our students get the fun opportunity to experience the jazz culture in Toronto, first hand. BEACHES JAZZ FESTIVAL 16
TASTE OF THE DANFORTH
This year, ELP students had the amazing opportunity to volunteer at the Taste of Danforth. Our students had a stand where they sold #DanforthStrong t-shirts to support the families and victims of the tragic incident on the Danforth this summer. The Taste of Danforth is one of the biggest festivals in Toronto, exploring and showcasing Greek food and culture from the vibrant community of Greektown. In addition to t-shirt sales, ELP also helps at the Kids Zone with face painting and games as well as distributing programs and answering questions from festivalgoers.
EVERGREEN BRICKWORKS
Volunteering at the Evergreen Brickworks is not only a beautiful experience but also one that has an incredible impact on the environment. After decades of being a brick factory and after an abandoned quarry for many years, the Don Valley Brickworks has been transformed into Toronto’s first urban environmental center. Not only do our students help with laborious tasks, they also have the opportunity to learn a lot about urban agriculture, ecology and First-Nations traditions. Students may perform a range of tasks, such as preparing the soil, planting and watering seedlings, harvesting product and helping with waste management and composting. At Evergreen, students work hard to maintain the garden and provide a sustainable experience for all of those who visit. 17
JAYS CARE FOUNDATION
Baseball games are an amazing part of our sports culture. During the season, the subway always fills into a sea of blue as spectators go to watch a Blue Jays game almost every weekend. Our students get the pleasure of helping out the Jays Care Foundation, who raises money for local kids to get active and enjoy the love of baseball. During sports games, thousands of fans take part in the 50/50 draw. A lottery game in which half of the money raised goes to charity and the other half goes to a lucky winner. Besides having the opportunity to interact with local fans, our students are able to develop different skills while raising money for charity and enjoying the game with a bird’s eye view.
ST. FELIX CENTRE
The English Language Program (ELP) works with various organizations and offers many opportunities to volunteer in the greater Toronto community. However, there is nothing quite like volunteering at the St. Felix Centre. At the St. Felix Centre, our students are given the opportunity to engage in outreach and support those in the community who may be less fortunate. ELP students diligently prepare fresh meals and serve them to people in need. Volunteering at the St. Felix Centre isn’t easy, though. There is a lot of behind-thescenes work required – including washing and drying dishes, cutting vegetables, and preparing beverages. Regardless of the amount of work involved, it is always a very rewarding experience, and our students leave feeling as though they were able to contribute to a good cause. Overall, volunteering at the St. Felix Centre is an excellent opportunity for ELP students to make an impact and really feel like a contributing member of the Toronto community. 18
LET’S TALK ABOUT THAT! CONVERSATION CAFÉ
By Marisa Di Leo, ELP Cultural Assistant
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very Tuesday and Thursday, students from all over ELP are welcomed to Conversation Café, a fun and welcoming space where they can practice speaking English in a more casual setting. Conversation Café has a different theme every week – from current affairs to movie genres – and students are given a clear goal to achieve through a variety of activities and discussion questions centered around each week’s topic. Topics and discussion questions allow for plenty of nuance, so students are able to challenge themselves as they examine a range of in-depth ideas. “Conversation Café gives students a chance to practice listening and communication skills,” says Yiqing, an ELP student from China. “We loved that we had lots of chances to talk and share ideas, and we learned a lot about each other’s cultures and were respectful of each other’s opinions.” Beyond the lively discussions, students at Conversation Café are also given a chance to create their own minimovie, also known as EP TV. When students submit the short movies they make at the end of each session, they are all given personalized feedback. This allows attendees to document their time at ELP and track their progress as their English skills develop.
Furthermore, Conversation Café is open to students from classes across ELP. As a result, students are able to meet new friends from around the school and converse with students from different language levels. In doing so, students are able to learn from one another as they adapt their language skills to communicate with students outside of their classes. “Talking with students from other language levels is a challenge, but it’s good!” Yang, an ELP student from China, tells us. “I learned a lot from working with students with more experience speaking English.” Ultimately, Conversation Café gives ELP students a chance to learn and practice conversational English in a relaxed atmosphere. Current students recommend the sessions as a unique way to improve language skills during their time at ELP; Conversation Café offers students more chances to practice speaking and share thoughts and ideas, all while learning from one another. And of course, it’s also a lot of fun! Chinese student Tricy mentions that she comes to ELP feeling “excited to hear peoples’ ideas,” while Yang enjoys the themes that lead to interesting discussions about different cultures, like etiquette. Overall, Conversation Café is, as Maiko from Japan describes it, “a very encouraging and inspiring place to be!” 19
Summer
@elp
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TORONTO ISLAND
By Aimana Mohamed, ELP Cultural Assistant
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or many Torontonians, Toronto Island is the closest thing to vacation one can get during the summer. Taking the ELP students to the Island allowed me to once again see the beauty of the Island through brand new eyes. Though the ferry ride is a short one from the hectic downtown core, arriving at the Island felt like entering a brand-new world with endless opportunities. Trips to the Island throughout the summer began similarly, a group of CA’s taking a huge group of students from the ELP Lobby to the very busy ferry terminal. Once we arrived at the Island however, the story changed each time. The many options provided by the Island caused the group to dissipate quickly with students going to bike ride, have lunch, hit the beach, and often just walk around the huge Island with so much to offer. For the students who did chose to spend the day with the CAs various games were played that were both old and new for the students and the CAs alike. Endless games of UNO, soccer, volleyball, and frisbee allowed students with similar interests to meet for the first time as well as get students to break out of their comfort zones and leave friends already established in their home countries for new ones from around the world. Students were able to have conversations with others they had not interacted with in the past due to being in different classes and not crossing paths before. We learned the alternative rules of UNO from around the world and bonded over attempts to keep the volleyball up for longer than two consecutive hits. Students were able to get the perfect view of the Toronto Skyline both in the day and at night, that made for beautiful photo opportunities. Those brave enough to enter the very cold waters of Lake Ontario, often shrieking, were able to experience the true Canadian summertime activity of trying to stay in the water for longer than 10 minutes. Personally, my favorite part of the Toronto Island day trips was being able to bring students to a part of Toronto many people do not expect when they visit the huge city for the first time. For the students however, the majority recall bike riding as a highlight of the day trip. The best part of the trip however is introducing the students to a spot they often revisited on their own throughout their time at ELP, joining Torontonians in enjoying a mini vacation so close to home.
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SPORTS CLUB
WHAT DO SPORTS MEAN TO YOU? By Katheryn Leclair, ELP Cultural Assistant
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or English Language Program student Ray, Sports Club is a way to make friends outside the classroom. As Toronto has many places to eat, shop, and relax, Ray finds a game of soccer to be the best way to ‘kick’ back at the end of a long day. For Miu, Sports Club plays a sentimental role for her; it’s a little piece of home. Miu grew up playing various sports with her father ever since she was learning to walk. Sports Club allows for Miu to stay connected to her father, despite the ocean in between them. Like a smile, playing sports is a language spoken by many from around the world. Whether you are from the bustling city of Tokyo, Japan, or the colourful city of Guanajuato, Mexico, an exciting match of tennis can be enjoyed by all. At the English Language Program, Sports Club runs frequently throughout the month. Whether it be beach volleyball on the beautiful Woodbine Beach, or soccer on the University of Toronto’s back campus, you can always rely on Sports Club to brighten your day.
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THE EP CUP
By Janezel Sualog, ELP Cultural Assistant
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n August 31, 2018, more than 250 students shared one last memory together as they competed in this year’s EP Cup. To celebrate their completion of the program, ELP hosted a U of T version of the “Amazing Race” which gave students a chance to take pictures and learn more about the campus while completing their tasks. With just their mission sheet and a map, teams of 5-6 students explored U of T to gather as many points as they can — from taking pictures of a statue, to drawing out the alchemy symbols on the Lash Miller Building, there was surely never a dull moment in their adventure! Don’t forget the road blocks in Philosopher’s Walk, Kings’ College Circle and in The Koffler Centre where the CAs gave them special tasks for even more points! Raymundo (Mexico) and a lot of other students agreed that the hula hoop activity was their favorite part of the day. Mako (Japan) said that she really enjoyed the whole experience, especially since she was able to talk to other people as they completed their missions. Just before they received their certificates and report cards, the scores were tallied up and it was a close call for our top three teams! OISE Octopi beat everyone else with a total of 655 points, closely followed by ELP Beavers with 645 points, and The Fort York Villagers with a score of 605. When Chih Yun (Taiwan) from the winning team was asked how they were able to earn a lot points, she said, “We worked together and I think we have a good teamwork. It also helped that we separated into smaller groups so that we can do more missions within our time limit.” Take a look at this year’s winners, with our first place team sporting the EP Cup this year.
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EP Cup Results 1st Place: OISE Octopi Chih Hyun Lee Che Wei Lin Yui Kikuchi Wakako Sakurai Miki Watanabe Saki Tanimoto 2nd Place : ELP Beavers Homma Nao Kotomi Takeda Jimin Kim Risa Tanaka Raymundo Gutierrez Aguilar Zhengbi Wong 3rd Place: The Fort York Villagers Honami Tokai Miu Asami Tomoe Ishii Mako Araki Akari Nakanishi
After announcing the winners and distributing their report cards, the students enjoyed a pizza party as they sat together with the new friends they met from the program. They were going back and forth between different tables, taking pictures with their classmates and CAs, and making sure that they had each other on social media, promising to keep in touch. While everyone else was inside the hall, the students from Rod Dioso’s class took some time to give presents and letters to their instructor. Anyone can see the strong bond the whole class had together as they stood in a circle thanking him for everything he had taught them. When one group photo was not enough, his students asked him if he could take pictures with them individually, to which he wholeheartedly agreed to. “I love teaching, and I found that the more I give to a class, the more they give back. It’s nice to get that kind of appreciation. It just speaks to the energy of the class. That’s the thing, it’s one of the hardest things about the job. You build a month of getting to know each other, and then all of a sudden, it’s literally goodbye. When I see these students I always remember that first time I lived in a foreign country, and every time I teach I get that same energy.” The EP Cup is indeed more than just a trophy. Just like their experience here at ELP, it’s not just the time they spent in the classroom, listening to their instructors and doing their schoolwork. It comes as a complete package of learning the language and having fun as they meet new friends, practicing their English skills, and experiencing a different culture through the different social activities even in just a short amount of time. And the EP Cup is here to celebrate all of that.
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BEING A CULTURAL ASSISTANT REDISCOVERING TORONTO By Stephen Chankov, ELP Cultural Assistant “Cultural Assistant.” When I first saw the job posting from the English Language Program nearly four months ago, the title left me more than a little confused. While I loved the sound of the role, I had no idea what those two words put together actually meant. Despite this slight obstacle, the word “cultural” instantly drew me in with the promise of a summer full of diverse cultures, languages, meeting new people from all around the world. Then, the posting itself shook me because it just so happened to describe the summer job I’d always wanted but never knew existed: imagine the best parts of being a tour guide and language teacher combined. Now, writing this article at the end of a summer which has been full of more unique and fulfilling moments than I could ever begin to describe, I can say that being a “Cultural Assistant” has come to mean much more to me than I could have ever imagined. Above all, it’s changed how I see Toronto and the world as a whole. On the one hand, being a Cultural Assistant means seeing Toronto through many new lenses. After years of living here, it felt like I had experienced everything my hometown had to offer, so I looked to the rest of the world. I dreamed of future trips to places I had never been and of semesters abroad in different countries, I browsed a not insignificant number of travel blogs, and I regularly practiced my favourite hobbies of learning foreign languages and trying as many different foreign foods as I could find. When I began working as a Cultural Assistant and found myself leading Toronto tours, it suddenly felt as if I were a first-time visitor to a city on my travel bucket list. Seeing Toronto alongside students experiencing it for the first time, from its most touristy to its most trendy, has made me even more aware of everything that makes this city so unique. Now, I’m a firm believer that few places around the world can match Toronto’s particular fusion of great food, endless parks and green spaces, a relaxed and open atmosphere, numerous art and entertainment venues and, of course, an unparalleled appreciation of cultural diversity. On the other hand, being a Cultural Assistant means feeling even more connected to the rest of the world. Much like Toronto, the ELP often feels like the world in one place – specifically, the fourth floor of the OISE Building. Sitting in the lobby between shifts, you can hear conversations in Japanese, Spanish, Arabic, all without leaving your seat. My favourite part of the job is constantly comparing, and sharing culture, customs, and language: trading the latest Toronto slang for hip Osaka slang; debating the pros and cons of the TTC and Hong Kong’s MRT; trying to decide whether you can find better tacos in Kensington Market or Mexico City... While I present Toronto to students from all around the world, they present the world to me. While I become part of their academic journey in Canada, they become forever part of my journey into different countries, cultures and languages. On a surface level, being a Cultural Assistant does sometimes resemble being a tour guide or a teacher. It also is so far the best summer job I could have ever asked for. However, these descriptions fail to capture the essence of what exactly this role means to me. When I first had to say goodbye to a group of students leaving Canada at the end of their academic session, I felt incredibly sad thinking of the distance that would soon be between us. Although I still feel a certain sadness when each group leaves, this is far outweighed by a feeling of optimism. Since becoming a Cultural Assistant, places thousands of kilometres away have begun to feel as near to me as Toronto. Words from cultures across the world have begun to roll off my tongue as naturally as English. New people continue to open my eyes to the uniqueness of my city and leave me feeling more connected to the world than I’ve ever been. With every shift that I work, the world feels smaller and smaller. 26
HOW TIME FLIES By Yuting Huang, English Plus (Intermediate Level)
H
ow time flies! These are the only words I can use when I realize that I’ve been here more than three weeks and there is less than one week left at U of T in Toronto. Looking back on the last three weeks, there are lots of memorable moments in my mind. I want to talk about my teacher called Mauran at the ELP. He is humorous and really kind. I remember once I was contemplating changing my class because I wondered whether the level of my class was suitable for me or not. So I asked Mauran to have a conversation and he agreed immediately and listened to my appeal patiently. He thought it was suitable for me to take this level of class which mainly focused on speaking. On the one hand, Mauran had already understood my drawbacks in English studying. On the other hand, he also thought my speaking skills were the weakest part of my English and that I needed to fix them, so I ‘d better to stay in the classroom. I have to say that Mauran was right and I am so grateful I chose to continue in his class. I had nice classmates, a fabulous atmosphere and patient teacher. After talking about if I should change the class, I was also curious about the ways to practice our spoken English. Due to the large quantity of Chinese students, I thought that even if we Chinese students don’t have such good spoken English, but we can still understand each other with the same Chinese logic, so do Japanese, Korean and so on. However, it hit me by what Mauran said
to me. He said that you can learn something from Chinese people even though many of you are Chinese. After all, we would also have a chance to talk with Chinese people in English in the future. Surely it is true. Therefore, I will be more positive to practice my spoken English with Chinese, Japanese, Koreans, Mexicans in which English isn’t their first language, and also with Canadians, Americans and British, those who speak English as their native language. Living in Toronto is colorful and wonderful. I traveled to the CN Tower, Casa Loma, and all kinds of museums. With the help of Cultural Assistants at ELP, I joined in the volunteer work twice and enjoyed myself very much. Everything is perfect and for this reason, it seems really like a pity that there’s only less than one week left in U of T. At U of T, I learned a lot, more than just English, and I also experienced a totally different life, which makes me more thankful to have made the decision to join the program ELP. Grateful with everything that has happened in Toronto, I wish I could have another chance to come back to Toronto and experience its many cultures and understand each culture as well. I will make good use of the rest of my time and continue studying hard speaking English, I promise. At last, I want to talk to my future self and say, if you want to dream, go and get your dream. Don’t have regrets about your youth, just strive to run and time will fall behind you naturally. 27
READY TO START Ángela Maria Colon Silva of Colombia, Academic English, Level 60
A
Hanging with my friends helped me to expand my English abilities and discover fascinating facts about their culture. 28
s a Communications and Events Analyst for a skin care company in Colombia, I wanted to make a big change in my professional future. I had in my mind to study a Master’s Degree program in Canada. But before doing that, I wanted to improve my English skills and become more familiar with the Canadian culture. Therefore, I researched a lot online and this led me to the University of Toronto English Language Program (ELP).The ELP was the best fit for me: it offered courses designed to improve my proficiency in an advanced setting while giving me the chance to interact with different cultures. When I started taking the Academic English course, I found myself very motivated as its content was very interesting and the instructors really helpful: they were always open to answer any question I had and gave me extra advice on how to improve. Parallel to the great learning experience I was having, I enjoyed wonderful moments with my new friends from ELP. We had the chance to visit places such as the Waterfront, the Art Gallery of Ontario and Ripley’s Aquarium of Canada. On the other hand, we also had the big opportunity to learn from each other’s culture. I perfectly remember my Japanese friends introducing me different kinds of sushi and dishes such as Ramen (wheat noodles with beef/pork) and Takoyaki (dumpling with octopus inside). Now that I am starting my Masters in Intercultural and International Communication at Royal Roads University in September, I am sure that all the knowledge and experiences I had in Toronto and at the ELP will make me more competitive and ready for a better professional and personal future. Thank you ELP and U of T for everything! —Instagram: angela.notebook
AT HOME IN TORONTO Jose Duran of Mexico, Academic English, Level 60
What is Home? Home may serves as a special place that protects a person from daily life’s activities and concerns. It could be a house or any other residential building, a unique place to feel love, affection and belonging. Even though, the definition can vary from by person to person, all of them may share a few points in common. According to MerriamWebster dictionary, home is defined as a place of origin, the place of residence or the social unit of formed by a family living together. I do not view home as a place like a house, I identify home as the feeling or the sense of belonging, where someone is allowed to experience a sense of community, a special place. I have experienced this feeling in two places, the first one in my home city: Monterrey, Mexico, and the second here: Toronto, Canada. But the question is why do I feel “at home” in a city that I never visited before? Such a sensation should be felt under specific conditions, and with singular factors like people from different countries, activities or opportunities and transportation. Maybe the answer is what the “416” has to offer to the world. Toronto, a symbol of multiculturalism According to the 2011 National Household Survey (NHS), the number of people born outside of Canada constitutes almost half of the city population (1,252,215), and the most numerous minorities living in the city are South Asian, Chinese, Black, Filipino or Latin American. Those numbers may enable foreigners to perceive themselves as members of those groups and no as foreigners, or maybe the faces are no different from those at home or a region (Latin America). It is even possible find a “region” here; the city contains several villages that represent other nations, like the Greektown, Chinatown or Koreatown. In this sense, being an expatriate is easier. In general, the people tend to be kind, friendly, and helpful; everywhere and at any time in the city. My first month in Toronto was completely unexpected; people from everywhere in the world were living together and working to increase Toronto’s reputation as a great city. All the people that I had the opportunity to communicate with showed me the kindness of a place where everyone is welcome. This first impression may be a significant experience for visitors; I could say kindness plays a major role in experience of the city…
Is Toronto an ecosystem? Toronto may be a complete urban area with enough activities for all hobbies or interest for everyone; the Six has sport teams from different disciplines, and those teams often are in big competitions. The tourist places are all around the city itself, from Casa Loma in the north, to the CN tower in the south, the Zoo in the east and High Park in the west, as well as other places between those points, but probably the most popular and attractive place is outside the metropolis, Niagara Falls. It is an outstanding natural show that is part of the hydro-electrical system of the city. Once I went around, walked on the streets, and visited the Roger Center to watch the Blue Jays versus the Yankees. Then and while visiting Niagara Falls, I felt like I completely belonged, experiencing a “click” with everything that surrounded me. The sense of belonging enabled me to feel comfortable and safety. On the other hand, the Hogtown is the home of the Toronto Stock Exchange, and many companies HQ’s from strong industries, attract investors and business people from around the globe with the purpose of making profit. The financial district is imposing at the moment of walking around the place. All of them make the city stronger, competitive and significant for the country. The job opportunities attract qualified seekers, and those companies’ can count on with continuing solid industrial growth. A big city could not be attractive without the transportation system; here, the combination of the subway, buses and streetcars comprise the Toronto Transit Commission (TTC). The complete system is capable of covering the Great Toronto Area (GTA) and transporting around 533.2 million of riders according to the TTC’s 2017 calculations. The system goes beyond the idea of covering; it is capable of crossing the city from east to west and north to south, in the subway or a street vehicle. Usually, I move from Etobicoke to St. George, and from downtown to other places by subway or streetcar; it is the easiest way to move and is always on time. The idea of being on time has become simple and worry-free. Once again, developing an idea of comfort, no matter what, it is the TTC. Should I live here? The city offers its citizens from different origins a range of opportunities that in other places may not be possible. In all contexts, Toronto is a complete “ecosystem” that flows in all directions and every day offers many new activities. If Toronto makes me feel home in such a short time, I predict that for others, it could do the same, even, allowing them to feel better experiences. “Home, in the end, of course is not just the place where you sleep, it is the place where you stand” - Pico Iyer (Ted Talk 2013).
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@elp IN THE CLASS MAGAZINE
Disclaimer: Due to our diverse student population, we receive many opinion-based articles relating to global and current affairs. The views expressed in this magazine are solely those of the authors and do not necessarily reflect those of the English Language Program. The English Language Program does not endorse, represent or warrant the quality of products or companies mentioned within.
As a part of their Project Day assignments, Academic English students conducted polls around the University of Toronto campus. Here are some samples of what they found.
WHAT IS THE EFFECT OF A PART TIME JOB ON UNIVERSITY STUDENTS? Many U of T students think that it depends on time By Anthony, Momoko, Yu, and Lupita (Academic English, Level 60) According to The World University Ranking, 45% of university students have part time jobs. A study done at U of T by the researchers of this poll matched the same percentage of students having a part time job. Research by The World University Ranking reveals that having a part time job can be harmful for students who work more than 10 hours. Our U of T campus study shows that 70% students who have part time job felt their studies were affected. Matt, a Neuroscience student, said, ‘it takes me time, and I can’t use that time for my studying.” There were different opinions in the U of T study; some students report that having a part time job gave them some advantages like earning extra money for their studies at the university while others report that there are disadvantages like feeling tired and stressed. In general, time management was the principal problem that U of T students face having a part time job.
ARE THE SPORTS IMPORTANT FOR ACADEMIC LIFE?
Many U of T students believe that practising sports has an important impact in learning process By Jaime, Jaemin, and Frhan (Academic English, Level 60) Gretchen Reynolds, a writer from the New York Times, affirms that exercise may fortify and develop the brainpower. Research conducted by pollsters at U of T demonstrated that the vast majority of students consider that practicing sports is useful in academic life. However, some U of T students do not practice any sport despite knowing the benefits that the exercise causes. “After I play soccer I am ready for hit these books” asserts a law student. “I feel relaxed and refreshed to continue studying” Many students coincided. Some students do not find time to practice sports; however, walking is a way for exercising, according to Huruna Yosimura, an ELP student. Even when sometimes the time is a problem Marina Soler comments that working out makes her sleep better, and it helps her to study hard next morning. 30
PART TIME JOBS AND UNIVERSITY STUDENTS Many U of T students have a part time job, and they think it is beneficial By Fatimah Almohsen, YunShan Chang, and Yike Liu (Academic English, level 60) University tuition is very expensive; so many students need to have part-time jobs to support themselves. Research by Rebecca Holley indicated that it is beneficial for students to work when studying in university. Better performance in school, good time management, working experiences, and earning extra money are some of the many benefits of having part-time jobs in university. Most U of T students affirm that having a part-time job is worthwhile. In our survey, 70% of the students polled have part-time jobs, and more than 20% want to have one in the future. “I work in a part-time job because the tuition is expensive,” according to an international student in UofT. However, some students stated that having a job and studying at the same time, is stressful. According to Tiffani, a sociology student in UofT, who has two part-time jobs, “I have two jobs, and I do not have any free time for having fun with my friends; thus, I do not think it is always beneficial, and I would like to quit the jobs as soon as I can.” Our research shows the most important reason students have a part-time job in university is that they need strong financial support because of the university’s high tuition.
RELATIONSHIP BETWEEN HEALTH AND WALKABLE NEIGHBORHOOD Many U of T students prefer to walk instead of taking public transportation. By Oscar Chow, Cheonae Lee, and Anaid Reyes (Academic English, level 60) Recently in U of T magazine published an article, “Neighborhood Health”, that states people’s health is related to their neighborhood. People drive to work or the supermarket because of long distances, and this may increase their risk of diabetes or high blood pressure. On the other hand, if people live near their workplace or even convenience store, and they walk for ten or fifteen minutes per day, it helps to reduce this risk. According to a poll of Uof T students, some of them spend 1 hour and 41 minutes walking daily on average. Some interviewees explained the main reasons why they walk instead of taking public transport were because of convenient neighbourhood. They have everything they need near where they live. They can also explore Toronto while walking to school or home. One of the interviewee mentioned that she enjoyed walking to home from school because she could do window shopping and explores the city on the way to home. A surprising result pf this poll was that that students spend more time for walking than the article suggested surprisingly. They also spent plenty of time for exercising such as playing basketball, jogging, and working out. The result of the poll suggests that almost all UofT students have healthy life style which is out of expectation. As a result, this poll may not be generalizable. While the results of this survey may not be generalizable, they are nevertheless interesting as they indicate that university students are leading healthy lives. Further research could result in more representative data that would help us better understand the relationship between health and walkable neighborhood. 31
WHY DID YOU CHOOSE THE UNIVERSITY OF TORONTO FOR YOUR STUDIES? Academic reputation is the most common reason By Mert, Jia, Asrar, Thikra, and Iryna (Academic English, level 60) In order to understand why students choose a university, THE(Times Higher Education) conducted a survey among university students, which shows that 52.22% students choose their university based on the major they are interested in. Additionally, 33% student decided their university because their family’s or friend’s recommendations. Financial troubles influenced 14.88% of other students to make their choice. Our team did a poll at the campus of the University of Toronto(UofT) on ”Why did you choose UofT for your study?” Almost 70% of the students who were interviewed chose UofT because the reputation of the school or the program; 17% of the students said that UofT has a good location and it is close to where they live; the remaining 17% replied with different reasons, such as “scholarship”, “cheap tuition”, ”family or friend recommendation”. Etc.. ”I choose UofT partly because its outstanding reputation,” says Peter, a second year UofT student. ”But the main reason is that my girlfriend is here.” Ivana, a PhD student from Czech Republic, mentioned that she came here on an exchange program since such program is a trend in Europe. Further, she expressed her interests in discovering the university life in North America. According to Dianne, a student majoring in civil
engineering at UofT, chose her program as suggested by her mother’s friend recommendation. In addition, when the interviewees were asked about whether they would still choose UofT if they have another chance, majority replied with “Yes”, however there are still several students answered “No” or “Not sure”. Hars, a student from Applied Science and Engineering major, showed his regrets on choosing UofT, “If I could choose one more time, I would like to join another university which is more integrated and united”.
IS A HEALTHY LIFESTYLE CONNECTED TO BETTER ACADEMIC PERFORMANCE? The statistics show there is a direct relation between exercise and good academic performance By Momo, Peter, and Jose (Academic English, level 60) According to the Journal Medicine and Science in Sports and Exercise (2009), there is a direct relationship between vigorous exercise and G.P.A. results. Students with a G.P.A. 3.0 or higher tend to exercise three times more than students who have a G.P.A. under 3.0. Similarly, many of the U of T students interviewed in a recent poll exercise regularly. “I do exercise routinely such as handball, swimming and cycling, and I agree there is a direct relationship on between academic performance and physical activities,” stated a student. Even though some students do not exercise due to factors like weather and study plans, they still do agree there is a direct relationship between exercise and academic performance.
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THE ELP IS YOUR OYSTER
By Jessica Pinheiro Da Silveira, ELP Cultural Assistant
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hen someone comes to the English Language Program (ELP) for the first time, various feelings might be brewing inside. Some might be scared, anxious, happy, excited but we all feel something staring at the unknown. Luckily, for all of us, ELP has a sense of community that you do not find in many other places. Students find refuge, teachers find inspiration and all of us find a home. When I first came to ELP as a Cultural Assistant, I had no idea what to expect. In the beginning, I felt a huge sense of responsibility, as I knew the importance of doing my job well in the lives of many of the students that attend the English Language Program. I have had the pleasure of meeting instructors, other cultural assistants, office staff and most importantly wonderful students that in their own way taught me something different about life. As I start my last year as a Cultural Assistant, I cannot help but look back on all my experiences here at the ELP. I look at how much the English Language Program affects those who have the privilege of walking its hallways in whatever capacity they may be. When you start as a Cultural Assistant, your first couple of shifts are always done with another CA who has been working here for a while. I remember my first shift. It was a cold winter evening in January of 2016 and only two students came to the lobby to meet us to go play billiards. The two students had never met, were here from the first time and could not have been more different from one another. The four of us spent an amazing time, talking, getting to know each other and playing a lot of pool. Spending time with them that night made me realize how this journey would be one about coming together, overcoming our fears, and thriving in our differences. Nine months later, I had the pleasure to be asked the huge responsibility of organizing the Volunteer Program. I had to quickly learn what we offered, how to respond to students and how to look for exciting new opportunities across the city. Working on the Volunteer Program for two years, is something I not only cherish but I am extremely proud of. I have seen many students experience something new, become more confident in their English and make life-long friends with the people they volunteer with. For two years, the Volunteer Program was a huge part of my life and something I will carry in my heart forever. I am very happy to continue on being a part of the Cultural Assistant team so that I can continue seeing the challenges, fun, and wonderful growth that ELP students go through. From conversation cafĂŠ, social activities, and volunteering events, students have the opportunity to engage with Cultural Assistants, office staff, instructors, fellow students and other Torontonians. Looking back at my years here, I realize I have only one advice to give: Be yourself. The world is your oyster, so take chances, take risks, and take advantage of everything the English Program has to offer.
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MEMORIES
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Coming to Toronto really broadened my perspective of the world and I will return to Mexico with a better sense of North America.
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–Lucia D., ELP learner from Mexico
@elp MAGAZINE
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ENGLISH LANGUAGE PROGRAM 252 Bloor Street West, Suite 4-106 Toronto, Ontario, Canada M5S 1V6 e: learn.english@utoronto.ca w: learn.english.utoronto.ca SCHOOL OF CONTINUING STUDIES 158 St. George Street Toronto, Ontario, Canada M5S 2V8 t: 416.978.2400 f: 416.978.6666 e: learn@utoronto.ca w: learn.utoronto.ca
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UofTELP