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
Keynote TBD

TESOL France Colloquium, Paris FRANCE, 16-18 November 2018
Do we ‘other’ LGBTQ+ in the ELT classroom?
In this talk, we will explore modes of creating ELT (English language teaching) classroom spaces that do not ‘other’, but ‘include’ LGBTQ+ appropriately. By first acknowledging reasons for their absenteeism from materials, we’ll consider how attitudes, including those from learners, administration, publishers, and teachers themselves, impact this struggle for inclusivity. We’ll examine several published materials for ways to move from othering to inclusivity and finally draw together considerations we can all make when supplementing or creating our own ELT materials.

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 Magazinehttps://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 Magazinehttps://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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