December 11 #CdnELTchat: Mindfulness in #ELT


We hear a lot about mindfulness these days, but what does it mean to be mindful? And how can mindfulness impact our lives and our work in ELT? This was the topic of our final #CdnELTchat of 2018.

Thanks as always to the enthusiastic participants who contributed their ideas and shared resources during this chat, and to those who liked, retweeted, and added to the conversation post-chat. Using a platform like Twitter for PD means that busy ELT professionals can choose to participate synchronously or asynchronously, or by reading the summary here on this blog.

To read all the tweets on this topic, follow the complete discussion HERE.  

Q1: What does it mean to be mindful in ELT?
Click HERE to read A1 tweets.

Q2: What are some ways for educators to be mindful in our busy ELT world?
Click HERE to read A2 tweets.

Q3: Do you bring mindfulness into the classroom? If so, how do you do this?
Click HERE to read A3 tweets.

Q4: How can mindfulness help teachers?
Click HERE to read A4 tweets.

Q5: How can being mindful help our students?
Click HERE to read A5 tweets.

New to

If you have never participated in #CdnELTchat before, go to for more information. #CdnELTchat is self-directed PD, so you determine the level of your involvement. #CdnELTchats usually occur every other Tuesday, with occasional exceptions. Please use the #CdnELTchat hashtag between chats to share thoughts and links with others. If you have any have comments about #CdnELTchat , please send @StanzaSL, @EALStories, @Jennifermchow, or @LINCinstructor a tweet. Please join us for the next #CdnELTchat in the new year. Add your ideas anytime on our Padlet HERE.

Upcoming Plenary for Interior Conference – October 27, 2018


Developing Intercultural Capacity: What are Students Learning in Class? 

The demographics of our classrooms and campuses are rapidly changing. In the last decade, there has been a 119% increase in international student enrolment nationally. For 84% of institutions surveyed, “preparing internationally and interculturally competent students” is a top reason for internationalization efforts (UNIVCAN, 2014); yet, there does not appear to be much formal assessment or evidence of such outcomes beyond assumptions that structural diversity will simply result in intercultural learning. Kyra will share research findings from a BC study that explored students’ intercultural development and their perceptions of pedagogy and curriculum as influencers of their inter-cultural learning (Garson, 2017). The results demonstrate that merely inviting cultural diversity to our campuses may not result in substantive intercultural learning without intentional pedagogical and curricular considerations. Based on her research, Kyra will share strategies for planning and facilitating multi-cultural group work in ways that prepare students to develop the knowledge, skills, and attitudes to work effectively and reflectively with culturally diverse peers (Reid & Garson, 2016).

Dr Garson

Dr. Kyra Garson is a member of the Faculty of Student Development at Thompson Rivers University. She is also an inter-cultural trainer and researcher who has developed and delivered professional development programs to educational institutions across the Canada and internationally. Her research interests include intercultural and global learning in higher education; her study “Are We Graduating Global Citizens?” received the Canadian Association for the Study of Higher Education’s dissertation of the year award in 2014. In 2011 she received the Canadian Bureau for International Education’s Internationalization Award for her work supporting faculty in interculturalizing the curriculum and in 2017 was awarded the British Columbia Council for International Education’s Distinguished Leadership Award. 

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