Ever since I finished kindergarten, I knew I wanted to teach. In January 1998, it all began in Seoul. Since then, I’ve moved from the classroom to management to a mixture of both. I currently work and reside in Toronto, Canada and do design work for education on the side.
- public spaces for exploring teacher identity and development
- critical and inclusive pedagogies
Current professional roles
- 2019 – Current: Trinity DipTESOL Tutor, Oxford TEFL
- 2017 – Current: Coordinator, IATEFL TDSIG Committee
- 2014 – Current: Assistant Academic Director, International Programs – University of Toronto, New College
- 2010 – Current: EAP instructor, International Foundation Program – University of Toronto, New College
Talks in 2021
IATEFL 2021, Harrogate UK, 18-22 June 2021
We can disrupt the heteronormative status quo
BELTA Day 2021 [Plenary], Online, 20 March 2021
Concrete pedagogy for multiple futures
For more on talks I’ve given, please go here.
For more on training and consultancy, see here.
Saumell, V. and Seburn, T. (2018). Teaching presence in Edmodo and Facebook Groups in Argentinian and Canadian blended language learning contexts. In A. Palalas (Ed.), Blended language learning: International perspectives on innovative practices (pp. 329-358). China Central Radio 7 TV University Press Co., Ltd.
Seburn, T. (2019, September). Podcasts: a multiskill tool. Oxford TEFL [blog]. https://www.oxfordtefl.com/blog/podcasts-a-multiskill-tool
Seburn, T. (2018, April). Fake news, questioning, and happiness proteins. Garnet Education [blog]. https://www.garneteducation.com/fake-news-critical-questioning-and-happiness-proteins/
Seburn, T. (2018, Spring). LGBTQ+ inclusivity in the language classroom: attitudes and considerations. TESL Ontario Contact (pp. 18-24). http://contact.teslontario.org/wp-content/uploads/2018/04/Tyson-Seburn.pdf
Seburn, T. (2018, April). Up for debate. EL Gazette. http://126.96.36.199/rhapsody-elgazette/resources-up-for-debate/
Seburn, T. (2017, September 17). ARC: Engaging learners with texts by digging deeply into the meaning. American TESOL Institute. https://americantesol.com/blogger/arctysonseburn/
Seburn, T. (2017). Learner-sourced visuals for deeper text engagement and conceptual comprehension. In K. Donaghy and D. Xerri. (Ed.), The Image in English Language Teaching (pp. 79-88). Malta: ELT Council. https://www.teachingenglish.org.uk/article/image-english-language-teaching
Seburn, T. (2017, July). Critical readers in the misinformation age. EFL Magazine. https://www.eflmagazine.com/critical-readers-misinformation-age/
Seburn, T. (2016, December 6). The age-old age debate: is technology a turn-off for older teachers? Pearson English. https://www.english.com/blog/age-old-age-debate/
Seburn, T. (2016, January). Beyond the comprehension question: perspectives on using Academic Reading Circles for deep reading. ELTAS Newsletter.
Seburn, T. (2016, January). Unconventional: publishing with the round. EFL Magazine. https://www.eflmagazine.com/publishing-with-the-round/
Seburn, T. (2016). Academic Reading Circles (Print Ed). CreateSpace Independent Publishing Platform.
Seburn, T. (2015, August). Because grammar (and cats). TESL Ontario Contact. http://bit.ly/arc-book
Seburn, T. (2015). R is for racism. In PARSNIPS in ELT: Stepping out of the comfort zone (Vol. 3). Digital Platform: Smashwords. https://www.smashwords.com/books/view/669186
Seburn, T. (2014, January 9). Give credit where credit is due? Garnet Education blog. https://www.garneteducation.com/give-credit-where-credit-is-due/
MA (with Merit), EdTech and TESOL. University of Manchester, UK
TESL Canada Certificate (Standard 2 Permanent)
TESL Ontario Certificate (lapsed membership)
BA, Philosophy. Western University, Canada
For a full CV, including projects, publication details, and a complete list of all talks given, please visit my LinkedIn profile.
If you’d like to get in touch by email, please do: email@example.com.