Michelle Ossa
Contributing Writer
Prof. Michelle Ossa, TESOL - Michelle Ossa
Michelle Ossa is a Professor of Second Language Acquisition Theories, Alternative Assessment for EFL education, Elementary School, and Foreign Languages. She is an editor for www.Enotes.com, and contributing writer on www.examiner.com and now she is with www.suite101.com.
Her doctoral dissertation is titled "The Effect of Affect through an Sustained Afffective Stimulus in the teaching of English as a Foreign Language: Using LingTECHguistics*". Her areas of research include cognitive sociolinguistics, integration of technology to second language learning environments, 21st century teaching and learning in the second language classroom, and cultural analysis of second language learners.
Latest Articles
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The Web 2.0 and EFL/L2 learning
The Web appeals to learners of every age. If we think outside the box, we can bring it to the L2 classroom and create successful differentiated lessons!
Feb 24, 2012
- Michelle Ossa
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Differentiated Instruction Centers: Ideas for EFL/L2 Instructors
Foreign and EFL instructors can create hands-on activity centers to enhace SL and L2 immersion. Exposure is the key to productive instruction.
Feb 17, 2012
- Michelle Ossa
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L2 and Technology: Inspiration 9 and Kidspiration
The Inspiration 9 and Kidspiration software programs are superb tools to infuse technology with EFL and L2 at the novice, apprentice or proficient levels.
Feb 17, 2012
- Michelle Ossa
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Technology in L2/EFL Instruction: Pixie 3
L2, EFL,and Foreign Language strategies are more effective when enhanced with technology integration and activities that target intellect and creativity.
Feb 9, 2012
- Michelle Ossa
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ELL, L2 Instruction, and Backward Design: A PERFECT Combination
There is not enough research to correlate the benefits of Backward Design in an L2 setting, but the framework proves to address the needs of all L2 learners
Jan 30, 2012
- Michelle Ossa
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Differentiated Instruction in the L2/EFL classroom
Second language learning is not a quick-fix process, but a combination of strategies that differentiate the learner by interest, skill, and potential.
Jan 26, 2012
- Michelle Ossa
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UDDI: Using Data to Differentiate Instruction
The educator of the 21st century must follow a process to gather and analyze student data rather than checklist their progress on factory-made assessments.
May 12, 2010
- Michelle Ossa
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