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.

Main interests

  • public spaces for exploring teacher identity and development
  • collaborative critical reading for comprehension and engagement
  • concision

Current professional roles

  • 2018 – Current: Coordinator, IATEFL TDSIG Committee
  • 2014 – Current: Assistant Academic Director, International Programs – University of Toronto, New College
  • 2013 – Current: Founder and moderator, #tleap an EAP discussion group
  • 2010 – Current: EAP instructor, International Foundation Program – University of Toronto, New College

Talks and workshops

I typically centre my talks around critical/intensive reading, academic writing, teacher identity, and most recently, social inclusivity issues.

Recent/Upcoming talks

BCTEAL Conference, Vancouver CANADA, 11-13 April 2019
PLENARY: Our materials oxymoron and the inclusion of LGBTQIA narratives
I once polled English language teachers about how accurately the members of their society were represented in their materials across a whole term. Almost 60% suggested most materials varied little outside one particular demographic. More specifically, Thornbury (1999) and Gray (2013), amongst others, note that clearly identified LGBTQIA are visibly absent from course book materials. In principle, including LGBTQIA appropriately within our teaching practice seems desirable, but we may not realize how our identities and those presumed of our learners affect our approaches to doing so, even in unintentional ways. In this talk, I’ll explore the intersectionality of these narratives, and how they can simultaneously result in both inclusive and othering materials.

TESOL France Colloquium, Paris FRANCE, 16-18 November 2018
Video oxymorons: inclusive and othering approaches to marginalised groups

The Image Conference, Athens GREECE, 6-7 October 2018
Video oxymorons: inclusive and othering approaches to marginalised groups
Video content in language learning can be impactful and engaging. The same video, however, can unintentionally ‘other’ commonly marginalised learners (and teachers). In this talk, we explore how video can do these two opposing things before focusing on how it can be used to promote inclusivity within ELT classrooms instead.

IATEFL Conference, Brighton UK, April 2018
Annotate this: creating more interactive texts while strengthening comprehension
EAP learners often struggle with intensively reading and interrogating challenging texts, like those used in higher education contexts. In this talk, we will explore how embedding electronic annotations onto a text itself can create a more interactive text that engages learners better, fosters critical reading skills, and ultimately improves deep comprehension.

EFL Talks, online, 21 January 2018
How TDSIG works for us
A quick 10-minute/10-slide talk where I demonstrated the different initiatives TDSIG has been doing to engage with community.

Past talks

You can watch segments of a few talks I’ve given online on my Youtube playlist or you can cycle through them below.

Publications

Aside from nearly 200 posts on this site, here’s a bibliography of other publications.

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.

Seburn, T. (2018, April). Up for debate. EL Gazette. http://162.13.127.165/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.

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 (2nd Ed). CreateSpace Independent Publishing Platform.

Seburn, T. (2015, August). Because grammar (and cats). TESL Ontario Contact.

Seburn, T. (2015). R is for racism. In PARSNIPS in ELT: Stepping out of the comfort zone (Vol. 3). Digital Platform: Smashwords.

Seburn, T. (2014, January 9). Give credit where credit is due? Garnet Education blog. https://www.garneteducation.com/give-credit-where-credit-is-due/

Education

Master of Arts (with Merit), Educational Technology and TESOL. University of Manchester, UK
TESL Canada Certificate (Standard 2 Permanent)
TESL Ontario Certificate (lapsed membership)
Bachelor of Arts, Philosophy. Western University

For a full CV, including projects, publication details, and a complete list of all talks given, please visit my LinkedIn profile. linkedin-logo

If you’d like to get in touch by email, please do: tyson.seburn@utoronto.ca. 

 
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