Dianne Tyers

Dianne Tyers has worked in the English Language Teaching field for the past twenty-five years. She has held positions as a teacher, teacher trainer, regional manager, and program developer in four different countries (Japan, Australia, the US and Canada).  She owns Advance Consulting for Education, INC, an English language teacher training and curriculum development company.  In addition to a Masters in Applied Linguistics from the University of Queensland, she holds an MBA from the Ivey School of Business, University of Western Ontario.  She is currently a PhD candidate at OISE, University of Toronto.  Dianne has been a keynote speaker at several English language conferences and she frequently presents at local, national and international conferences on teaching and management techniques, culture and language learning.

Building Content for a Workplace Preparation Course

This course takes participants through a very simple framework for defining culture that can be used to analyze workplace culture. By applying this framework in an analytical process, you can begin to understand the depth and complexity of a workplace culture.

Techniques and Tips for Teaching Professional/Business English

Continued and accelerated globalization has put increased pressures on business people and professionals to be able to communicate in English at a more and more sophisticated level.

Using E-mail in a Professional Context

E-mail is well-established as an essential communication tool for any professional context. Unfortunately, many professionals get themselves into trouble by not understanding the nature of e-mail as a communication tool or by misusing it.

The Realities of Multicultural Management

Management in any type of organization is a challenging endeavour. Management in an education setting that also involves individuals from a variety of cultural backgrounds is even more challenging.

Evaluating Grammar Activities: The E-Factor and the A-Factor

In his book, How to Teach Grammar, Scott Thornbury presents two criteria for evaluating grammar exercises and lessons: the E-factor and the A-factor.

Classroom Management English

The use of classroom management English is a crucial way to increase the exposure our students have to English. This is particularly important in English as a Foreign Language contexts, in which student exposure to English is limited to the English they see and hear in the classroom.

Managing Large Classes

Large classes are usually defined as classes with more than 30 students.  Large classes can be both challenging and rewarding.  With a high number of students, large classes provide plenty of opportunity for student collaboration, cooperation and self-directed learning.

Using Story Writing to Teach English

Story writing allows students to personalize the language they have learned. It is motivating and interesting because students work on their productive language skills, grammar, spelling and writing in a creative way.

Beyond Explanations: A Variety of Grammar Presentation Techniques

Explanation is the grammar presentation technique typically used in the ESL classroom when new language structures are introduced. While there is a time and a place for explanations, there are many other techniques with which teachers can present grammar more effectively and memorably.

Taking Grammar Practice out of the Textbook

The typical grammar practice activity comes right out a textbook. It is usually a fill-in-the-blank, multiple choice, matching or sentence completion activity.

Pages