Professional Documents
Culture Documents
References
Chomsky, N. 1957. Syntactic Structures. The Hague: Mouton.
Chomsky, N. 1965. Aspects of the Theory of Syntax. Cambridge, Mass: MIT Press.
Forster, K. I. and C. Davis. 1984. 'Repetition priming and frequency attenuation in
lexical access'. Journal of Experimental Psychology: Learning, Memory, and Cognition
10: 680-98.
Halliday, M. A. K. 1961. 'Categories of the theory of grammar'. Word 17/3: 241-92.
Halliday, M. A. K. and G. R. Kress (eds.).1976. System and Function in Language:
Selected Papers. London: Edward Arnold.
Hoey, M. 2004. 'The textual priming of lexis' in G. Aston, S. Bernadini and D. Stewart
(eds.). Corpora and Language Learners. Amsterdam: John Benjamins.
Hoey, M. 2005. Lexical Priming: A New Theory of Words and Language. Abingdon:
Routledge.
Hoey, M. 2007a. 'Lexical priming and literary creativity' in M. Hoey, M. Mahlberg, M.
Stubbs and W. Teubert. Text, Discourse and Corpora: Theory and Analysis. New York:
Continuum.
Hoey, M. 2007b. 'Grammatical creativity: a corpus perspective' in M. Hoey, M.
Mahlberg, M. Stubbs and W. Teubert. Text, Discourse and Corpora: Theory and
Analysis. New York: Continuum.
Hoey, M. and M. B. O'Donnell. 2008. 'The beginning of something important?: Corpus
evidence on the text beginnings of hard news stories' in B. Lewandowska-Tomaszczyk
(ed). Corpus Linguistics, Computer Tools, and ApplicationsState of the Art. Frankfurt:
Peter Lang.
Hoey, M. and M. B. O'Donnell. 2009. 'The chunking of newspaper text' in M. Shiro, P.
Bentivoglio and F. Erlich (eds.). Haciendo discurso. Homenaje a Adriana Bolivar.
Caracas: Comision de Estudios de Postgrado de la Facultad de Humanidades y Educacion
de la Universidad Central de Venezuela.
Hoey, M. and Shao Juan. Forthcoming. 'English and Chinesetwo languages explained
by the same theory?: the odd case of a psycholinguistic theory that generates corpus-
linguistic hypotheses for two unrelated languages' in S. Smith, B. Zou and M. Hoey
(eds.). Corpus Linguistics in China: Theory, Technology and Pedagogy. London:
Palgrave Macmillan.
Jacoby, L. L. and M. Dallas. 1981. 'On the relationship between autobiographical
memory and perceptual learning'. Journal of Experimental Psychology: General 110:
306-40.
Krashen, S. 1981. Second Language Acquisition and Second Language Learning.
Oxford: Pergamon.
Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford:
Pergamon. Krashen, S. 1985. The Input Hypothesis: Issues and Implications. New York:
Longman.
Lewis, M. 1993. The Lexical Approach: The State of ELT and a Way Forward. Hove:
Language Teaching Publications.
Lewis, M. (ed.). 2000. Teaching Collocation: Further Developments in the Lexical
Approach. Hove: Language Teaching Publications
McCarthy, M. 1998. Spoken Language and Applied Linguistics. Cambridge: Cambridge
University Press.
McRae, K. and S. Boisvert. 1998. 'Automatic semantic similarity priming'. Journal of
Experimental Psychology: Learning, Memory, and Cognition 24: 558-72.
Meyer, D. E. and R. W. Schvaneveldt. 1971. 'Facilitation in recognising pairs of words:
evidence of a dependence between retrieval operations'. Journal of Experimental
Psychology 90/2: 227-34.
Pace-Sigge, M. 2013. Lexical Priming in Spoken English Usage. London: Palgrave
Macmillan. Pike, K. 1967. Language in Relation to a Unified Theory of Human
Behaviour (second edition). The Hague: Mouton.
Scarborough, D. L., C. Cortese and H. S. Scarborough. 1977. 'Frequency and repetition
effects in lexical memory'. Journal of Experimental Psychology: Human Perception and
Performance 3/1: 117-34.
Shelton, J. R. and R. C. Martin. 1992. 'How semantic is automatic semantic priming?'.
Journal of Experimental Psychology: Learning, Memory, and Cognition 18: 1191-210.
Xiao, R. and T. McEnery. 2006. 'Collocation, semantic prosody, and near synonymy: a
cross-linguistic perspective'. Applied Linguistics 27/1: 103-29.
1.2 Language chunks that improve speaking and writing
Brenda P. Imber and Carson Maynard University of Michigan, Ann Arbor, Mich.,
USA, and Maria Parker Duke University, Durham, N.C., USA
Overview
This interactive session demonstrated writing and speaking activities based on the lexical
approach (Lewis 1997). It centred on the premise that using 'ready-made [i.e.,
memorized] lexical chunks' (Schmitt 2004) reduces the cognitive load in both writing and
speaking, thereby increasing students' flexibility with spontaneous language use as well
as their confidence and ability to navigate second language and cross-cultural
interactions. It also showed how focusing on chunks (a.k.a. word bundles, verbal
stratagems, formulaic expressions, skeletal phrases) can integrate features of vocabulary,
grammar and pronunciation, thus alleviating Swan's concern that focusing on chunks
could divert attention from these elements (Swan 2006).
Writing
In this activity, students work with lexical bundles common in academic writing. In
earlier scaffolded activities, the instructor will have provided examples common across
all fields. If appropriate, students can also identify which are particularly frequent in their
own fields.
In the activity, students receive a worksheet with three columns of 5-10 entries each. (See
Figure 1.2.1.) They must match items across the columns to create collocational
sentences. In some cases, more than one combination is possible.
Speaking
This activity, entitled 'Match & Sketch', uses dialogues to encourage students to infuse
their speech with language chunks in order to produce more fluent utterances with
smoother transitions. Each student receives a card containing one half of a conversational
exchange, i.e. one student receives an 'A' card, and one a 'B' card. Each turn features a
language chunk. (See Figure 1.2.2.)
References
Lewis, M. 1997. Implementing the Lexical Approach: Putting Theory into Practice.
Hove: Language Teaching Publications.
Schmitt, N. 2004. Formulaic Sequences: Acquisition, Processing and Use. Amsterdam:
John Benjamins Publishing.
Swan, M. 2006. 'Chunks in the classroom: let's not go overboard'. The Teacher Trainer
20/3. www.mikeswan.co.uk/elt-applied-linguistics/chunks-in-the-classroom.htm.
Jeremy's response
The communicative 'revolution' turned up as a combination of two strands of thought.
The first was that there were 'rules of use without which the rules of syntax are
meaningless' (Hymes 1972but popularised in the world of ELT at least a decade later),
and the second, thrilling, possibility was that 'if the language teacher's management
activities are directed exclusively at involving the learners in solving communication
problems in the target language, then language learning will take care of itself '
(Allwright 1979). What a vista this opened up to us! Suddenly, instead of teaching boring
old grammar structures through an animated process somewhere between
audiolingualism and present-day PPP (presentation, practice and production), we could
instead teach people how to invite and apologise, and we could spend long stretches of
time having them talk and discuss and role-play. Indeed the communicative approach
provoked a role-play 'golden age', and together with information gap activities (which
attempted to provoke real needful communication) it showed how much had changed.
For some of us, our more zealous appropriation of the 'latest' thinking brought us almost
into conflict with our students, many of whom wanted 'more grammar'.
Of course it wasn't, back then, all or nothing. Grammar teaching did still take place, but
much more time was being spent (in certain western contexts anyway) on discussions and
dialogues and other communicative tasks.
What did we gain from this? Well in the first place a kind of democratisation of the
classroom evolved, where students had a chance to use the language, and where we
teachers worried about interrupting students who were in 'full flow' with our petty
corrections. Suddenly students were being encouraged to use all and any of the language
they knew in a kind of giddy free fall. It was liberating. The classroom became less
bizarre, and students had a chance to experiment with language in a safe and encouraging
environment. Surely there could be nothing wrong with that.
And yet the danger was that in many communicative classrooms students were either
doing some kind of communicative activity or they were doing something more old-
fashioned and traditional. It was the joins between the two that seemed less effective.
Focus on form still went on, but it was treated, in some quarters, a bit like a guilty secret.
It was at the 'non-communicative' end of some kind of communicative continuum. But it
was the opposite end of that continuum ('no materials control, no language control, no
teacher intervention', etc.) that was prioritised and, as a result of this, students in many
classrooms spent a lot of their time moving around, chatting, laughing and doing things
with and in language. But not doing much studying.
Two things were lost, it seems to me, in the more exaggerated versions of the
communicative approach. Firstly, grammar teaching was 'left behind' and failed to
develop and evolve in the same exciting way as its new boisterous cousin. But language
learning is not just about activation, it is also about studying, and perhaps one some-what
baleful influence of the communicative approach was to take our minds away from how
successful studying might evolve.
And secondly, communicative language teachingthis heady mix of using language
freely in classrooms to create social relationswas promoted in situations where,
perhaps, it was not at all appropriate. As a result, a gap widened between culturally
divergent views of language teaching and learning. What might have been appropriate for
a class of 12 students in a private language school in the UK or Australia, for example,
seemed less obviously attractive in a class of 60 students somewhere in Asia.
Scott's response
Having been trained (like Jeremy) in what might best be described as late-flowering
audiolingualism, it was not until my second year of teaching that I became aware of CLT
and how it represented such a radical shift from current methodology. I think it must have
been the influence of the Strategies series (Abbs et al. 1975), but before long everything
went functional-notional, information gap activities were the rage, and formal accuracy,
along with error correction, went out the window. Bliss was it in that dawn to be alive! In
fact, the advent of CLT coincided nicely with my own disenchantment with drilling and
with the snail-like progress through the structural syllabus that seemed only to thwart the
latent fluency of my (Egyptian) students.
So, what did we gain? The emphasis on language's social function, including attention to
appropriacy and register, was important, not least because to practise 'being social' with
language we needed to include lots of interactive activities, such as role plays and 'real'
conversations, into our classes. This in turn led to the idea that (perhaps, just perhaps)
such activities, rather than being simply practice of previously presented language items,
could be the springboard to learning itself; that is to say, that you could learn a language
simply through using it. This, after all, was a core tenet of the 'strong' version of CLT and
was an extremely powerful idea (captured in the term 'fluency-first'), influencing all my
subsequent thinking on methodology.
What we lost, from the benefit of hindsight, was a 'focus on form'. Even if you can learn
a language by using it, you still need to have your attention directed to the language's
formal features, if only so that you are 'primed' to notice them in situations of real
language use. That realisation prompted my first ever IATEFL talk, which was called 'No
pain, no gain'.
But what we also lost was the communicative approach itself. I still believe that CLT was
'betrayed' in the mid-1980s by the revival of the grammar syllabus and the associated
drift back to an accuracy-first methodology. (A subsequent talk of mine on this topic was
called 'Not waving but drowning'.) I also believe that it is possible to combine a fluency-
first methodology with a focus on form, so long as that focus is primarily reactive, not
pre-emptive. I've been lucky enough to see this occur myself, in classes I've observed.
And, of course, the view that language learning is both an emergent and scaffolded
phenomenon is fundamental to what was to become Dogme ELT. Dogme ELT was really
an attempt to inject new life into CLT.
So, is Dogme ELT the future of CLT? I doubt it, somehow. The commodification and
marketisation of education, including language education, continues unabated.
Where the English language is just another curriculum subject, where it is viewed as
knowledge to be learned rather than a skill to be activated, and where it is measured less
by communicative competence than by the results of high-stakes testing, then there is not
a lot of incentive for a fluency-first approach. In such an educational climate, concepts so
fundamental to CLT as authenticity, fluency, discovery and collaboration seem
outmoded, or, at best, 'add-ons' for those who can afford the luxury of small classes of
communicatively motivated learners. Given the appeal that still attaches to the word
'communicative', though, CLT will probably continue to prosper as a brand, even though
its original ingredients may have long since been reconstituted.
harmerj@me.com
scott.thornbury@gmail.com
References
Abbs, B., A. Ayton and I. Freebairn. 1975. Strategies: Students' Book. London:
Longman.
Allwright, R. 1979. 'Language learning through communication practice' in C. Brumfit
and K. Johnson (eds.). The Communicative Approach to Language Teaching. Oxford:
Oxford University Press.
Hymes, D. H. 1972. 'On communicative competence' in J. B. Pride and J. Holmes (eds.).
Sociolinguistics. Harmondsworth: Penguin.
Procedure
In order to understand how our students apply metalinguistic knowledge, we followed
Roehr's (2004: 19) suggestion to use 'verbal protocols of learner introspections'. Fourteen
students were recorded as they labelled and corrected typical mistakes concerning the
verb (i.e. tense, aspect and verb complementation errors). This is a notoriously difficult
area for learners of English:
[These concepts] express highly abstract notions that are extremely hard to infer,
implicitly or explicitly, from the input. Where the semantic system of the L1 is different
from that of the L2, as is very often the case for aspect, or where equivalent notions do
not get expressed overtly in L1 [] the learning problem is serious and long-lasting.
(DeKeyser 2005: 5)
The informants solved three tasks, as shown in Table 1.4.1.
Implications
In our teaching, we will now use the insights gained from the verbal protocols to address
our students' 'conceptual confusion' (Roehr 2004: 15) directly. As well as using clear and
consistent terminology ourselves, we will design and use more tasks that encourage
guided metalinguistic reflection to promote language awareness. Furthermore, the verbal
protocols themselves could be used as a teaching tool to help learners understand the
thought processes involved in metalinguistic reflection.
martina.elicker@uni-graz.at
ulla.fuerstenberg@uni-graz.at
References
DeKeyser, R. M. 2005. 'What makes learning second-language grammar difficult? A
review of issues'. Language Learning 55/S1: 1-25.
Roehr, K. 2004. 'Exploring the role of explicit knowledge in adult second language
learning: Language proficiency, pedagogical grammar and language learning strategies'.
CRILE Working Papers 59: 1-22.
Simard, D., L. French and V. Fortier. 2007. 'Elicited metalinguistic reflection and second
language learning: Is there a link?' System 35/4: 509-522.
Research background
The communicative approach (CA), including communicative language teaching (CLT)
and task-based language teaching (TBLT), has been promoted by professionals since the
1970s. Its compelling underlying principles, such as learning to communicate through
interaction, are supported by theories in the area of second language acquisition (SLA).
However, substantial research conducted in various EFL settings worldwide points to the
difficulties of implementing the communicative approach. This has been the case in
secondary schools in Taiwan, where attempts to implement the CA have not proven
effective. Therefore, I carried out an action research study to assist a small group of
teachers in developing and implementing a context-sensitive CA through a teacher
development programme. This paper focuses on key features of the teachers' practice
which result in classes which are hardly communicative. It is worth noting that these
features share similarities with findings from past research in both EFL and ESL settings.
The recommendations made to those teachers are presented here.
Methods
To evaluate the growth of teachers' knowledge of the CA, a systematic observation
scheme was developed. First, I clarified what CA, CLT and TBLT mean according to
various definitions. Secondly, I identified the key principles, which are also informed by
theories related to second language learning and cognitive psychology. Finally, I
compared my scheme with commonly cited observation schemes. Consideration was also
given to contextual factors. Two key elements of CA are believed sufficient for assessing
pedagogical activities including teacher talk and peer work:
whether there is a primary focus on meaning; and
the extent to which interaction and involvement are observed.
An additional criterion for evaluating a task was employed:
whether there is a communicative goal for learners to achieve.
These three criteria were applied in my analysis of classroom talk and pair/group work,
as well as in the plan for and the process of pedagogical activities. (See Figure 1.5.1.)
Findings
Using analysis with an inductive approach, the scheme effectively captured insights into
the teachers' practice and underlying beliefs. In the interviews conducted prior to
observations, the teachers had claimed that they were using the CA to some extent.
However, in the first observations, some inconsistencies between their stated beliefs and
actual practice were revealed. Although these teachers had very different teaching styles,
there were common features which resulted in low communication; these include weak
teacher questioning and poor talk management, as shown in Table 1.5.1.
Recommendations
The recommendations made regarding this issue were that, firstly, instead of merely
asking display questions, teachers should ask referential questions (for example, 'Why?'
and 'How?') to gain open-ended, unpredictable answers from learners. In contrast to
display questions, referential questions create co-constructed meaning in the flow of
interaction, and it is this co-constructed meaning that has the potential for learning to
happen (Long 2000). Secondly, using referential questions to relate topics or contents to
learners' own experience is always a useful strategy to raise students' desire to share.
They are usually more interested in these personalised questions. Only when they
participate in meaningful communication can they learn to communicate. Finally,
teachers can simply increase students' turns by giving them more time to respond to their
questions. To do so, teachers may need to 'force' themselves to tolerate any silence in the
interaction. It is not difficult to recognise those features which lead to low learner
involvement. However, teachers may not be aware when these feature in their own
practice.
yc315@ex.ac.uk
References
Thornbury, S. 1996. 'Teachers research teacher talk'. ELT Journal, 50/4: 279-288.
Ellis, R. 1993. 'The structural syllabus and second language acquisition'. TESOL
Quarterly 27/1: 91-113.
Long, M. 2000. 'Focus on form in task-based language teaching' in R. D. Lambert and E.
Shohamy (eds.). Language Policy and Pedagogy: Essays in Honor of A. Ronald Walton.
Amsterdam: John Benjamins.
Framing principles
Early on in the log, I conducted a self-interrogation on my general principles on what
made good materials. This was based both on research and on my own experience of
what works in the classroom and contained items such as:
material (texts and tasks) should be interesting, engaging and motivating; and
language should be meaningful, natural and useful.
Such principles are the general beliefs which materials writers bring with them to the
writing process: they exist as part of the writers' knowledge and belief system about what
makes successful teaching and learning. These framing principles seem to me to
constitute a framework for writing: a boundary fence delimiting the kind of materials that
should be written.
Core energies
Through thematic coding, I discovered a different set of principles at work, which I
called 'core energies'. These I define as those driving forces in a writer's work which give
a definite colour and style to the work. Mine happen to be the importance of affect,
creativity and play. These differ from the framing principles in that they do not constitute
a boundary fence: although I believe all activities should be communicative and
meaningful (framing principle 2), I do not believe all activities should be affective,
creative or playful. There are times when activities should be cognitive, logical and
serious, depending on aim and on a consideration for learning styles. Core energies can
tend to work at the level of passion rather than rationalisation. To be valid, however, they
should also be grounded in research. I passionately believe that affective, creative and
playful activities work at a deep level to enhance language learning, but am grounded in
this belief by research: Arnold, Krashen, Stevick and Drnyei's work on affect; Alan
Maley and Tan Bee Tin's work on creativity; and Pomerantz and Bell, and Kim and
Kellogg's work on play.
Tacit frameworks
The final set of principles I have called 'tacit frameworks' (Hadfield 2013). I derived
these from a coding of reflections on the writing of particular activities. These reflections
provided a way of analysing and justifying design decisions. Three processes were
involved:
dialoguing (a conversation with the imagined readerin this case the teacher);
imagining scenario (playing out mentally how the activity would unfold in the
classroom, from the teacher's point of view); and
trying out (another dialogue with the imagined readerin this case the student
by putting oneself in the place of the student and actually trying the activity out.)
Each process gave rise to different sorts of micro-design decisions; from decisions based
on theoretical justification (dialoguing), through classroom management decisions
(imagining scenario), to decisions about language level, conceptual difficulty, student
engagement and so on (trying out.) Each design decision can be shown to be underpinned
by an unvoiced principle; for example, the realisation that an activity lacked pace led to
the decision to have smaller stages and vary the groupings. This was underpinned by the
tacit principle 'grouping should be varied to maintain pace, momentum and therefore
student engagement.' These tacit principles form a fine network of very detailed micro-
principles concerned with effective design of materials.
It seems to me, therefore, that materials writers have a complex system of interlocking
principles underlying their work, which operate in a different way from theorists'
principles.
jhadfield@unitec.ac.nz
References
Bell, J. and R. Gower. 1998. 'Writing course materials for the world: a great compromise'
in B. Tomlinson (ed.). Materials Development in Language Teaching. Cambridge:
Cambridge University Press.
Hadfield, J. 2013. 'Chaosmos: spontaneity and order in the materials design process' in N.
Harwood (ed.). English Language Teaching Textbooks: Content, Consumption,
Production. Basingstoke: Palgrave Macmillan.
Tomlinson B. 2010. 'Principles and procedures of materials development' in N. Harwood
(ed.). Materials in ELT Theory and Practice. Cambridge: Cambridge University Press.
References
Gibbons, P. 2009. English Learners Academic Literacy and Thinking. Portsmouth, N.H.:
Heinemann.
Sweet, V. 2013. God's Hotel: A Doctor, a Hospital, and a Pilgrimage to the Heart of
Medicine. New York: Riverhead Books.
MacNeil-Lehrer Productions. 2005. DVD: Do You Speak American? Out West. Available
from Films for the Humanities and Sciences.
van Lier, L. 2004. The Ecology and Semiotics of Language Learning: A Sociocultural
Perspective. Dordrecht: Kluwer Academic Publishers.
van Lier, L. 2010. 'The ecology of language learning: practice to theory, theory to
practice'. Procedia Social and Behavioral Sciences 3: 2-6.
Wheeler, R. and R. Swords. 2004. 'Codeswitching: tools of language and culture
transform the dialectically diverse classroom'. Language Arts 81/6: 470-80.
2 Psychological and cultural aspects of ELT
This chapter focuses on the student: autonomy and motivation are considered here, along
with ethical and emotional development, identity, beliefs, values, and the integration of
ESOL students. As Diane Parkin reminds us in the opening paper, 'there is no perfect
correlation' between methodology and student success; much depends on personal
factors. Christina Gkonou and Mark Daubney then report on a multinational study
designed to understand teacher perspectives on language learning psychology. Next,
Elena Onchevska Ager reports on her research into teacher and students perspectives on
group dynamics in Macedonian EFL classes. Csilla Jaray-Benn presents activities
designed to enhance concepts of vision and identity, keys to motivation in language
learners, while Scott Bean and Lisa Theisen explore ways in which popular films can be
used to raise awareness of cultural values. The final two papers address issues related to
immigrant communities in the UK. Emily Bryson and Helen Jackson discuss the very
practical concern of forming partnerships to raise funds for ESOL programming, while
Sundus Ameer reports on her research into social integration as a result of ESOL
programming with citizenship materialwith some very interesting results.
Workshop procedure
In the workshop participants were invited to explore a simple and practical procedure
designed to elicit and explore authentic constructs about language learning. As with any
newly formed group, IATEFL workshop participants brought with them a rich and
diverse range of personal constructs, prior learning experiences and hypotheses about
language learning. Participants were first given time to reflect individually on the
qualities possessed and strategies used by successful language learners. They then
completed a simple grid by eliciting a partner's unique dichotomous constructs about
successful language learning. Finally, they asked the partner to rate themselves within the
elicited construct grid. Thus everyone engaged in structured conversations about
themselves in relation to successful language learning. This procedure gave rise to
several questions which participants took away with them. It can be adapted and used in a
variety of classroom settings.
References
Fransella, F., R. Bell and B. Bannister. 2004. A Manual for Repertory Grid Technique
(second edition). Chichester: John Wiley and Sons.
Underhill, A. 2013. 'The Inner Workbench: learning itself as a meaningful activity' in J.
Arnold and T. Murphey (eds.) Meaningful Action: Earl Stevick's Influence on Language
Teaching. Cambridge: Cambridge University Press.
Williams, M. and R. L. Burden. 1997. Psychology for Language Teachers: A Social
Constructivist Approach. Cambridge: Cambridge University Press.
References
Mercer, S., S. Ryan and M. Williams (eds.). 2012. Psychology for Language Learning:
Insights from Research, Theory and Practice. Basingstoke: Palgrave Macmillan.
Stevick, E. 1980. Teaching Languages: A Way and Ways. Rowley, Mass.: Newbury
House.
Introduction
This talk reported on an aspect of the author's doctoral research (Onchevska Ager 2012)
into the principles of group dynamics in the Macedonian undergraduate EFL classroom.
The research was in part inspired by Stevick's (1980) work, which foregrounds the
centrality of interpersonal relationships in the classroom to successful English language
learning (ELL). Stevick defines success in the EFL classroom as depending 'less on
materials, techniques, and linguistic analyses, and more on what goes on inside and
between the people in the classroom' (1980: 4).
Curious about the quality of teacher-student communication in the Macedonian context, I
set out to juxtapose the teachers' and their students' beliefs about issues related to group
dynamics to ascertain if, and to what extent, they matched. The literature on group
dynamics suggests that members of close-knit groups normally share similar beliefs, and
such fundamental overlapping of their belief structures ensures successful cooperation
within the group (rather than conflict) and task orientation (Drnyei and Murphy 2003).
The study
Participants in the study were 42 EFL teachers and 196 students studying in 17 classes at
Macedonian state and private universities. I attempted to answer the following questions:
1 What are the teachers' and their students' perceptions about the influence of group
dynamics on ELL?
2 How much group work do the teachers organise in the classroom, and what do the
students think about that amount?
3 What are the teachers' and their students' attitudes towards group work?
The data was gathered by means of a questionnaire and was analysed using descriptive
statistics. The study suggested that the teachers and their students held similar opinions
about very few group dynamics issues.
The two populations shared the view that interpersonal relationships in the classroom
have an influence on the quality of ELL. However, when asked about how they perceived
the role of the EFL teacher, the two cohorts placed the teacher's role at quite different
points on the continuum between (a) transferring knowledge, and (b) mediating between
the students and the target material. The majority of the students (67 per cent) expected
the teacher to primarily impart knowledge, in contrast to the majority of the teachers (69
per cent), who viewed their job as creating conditions for ELL.
Further belief discrepancies surfaced regarding the amount of group work opportunities
for ELL offered in class. The students expressed a preference for a larger amount of
group work compared to its current allotment. This was borne out by performing t-tests
which unequivocally pointed in the direction of a significant gap existing between the
current and the desired amount of group work offered in the EFL classroom.
The teachers' and their students' attitudes about the (positive and negative) effects of
working in groups in the EFL classroom were not too dissimilar, with the teachers' data
being more detailed. However, the two cohorts were very much at odds regarding the
students' perceptions of group work. Namely, 67 per cent of the teachers suggested that
their students were, on the whole, fond of group work. A striking 94 per cent of the
students, on the other hand, reported enjoying the group format. Even more surprisingly,
in 3 (out of the 17) classes very few students (if any), i.e. 14 per cent, 0 per cent and 0 per
cent, respectively, shared their teachers' attitude that in their classes group work was
generally disliked.
Teaching implications
The dissonant views on fundamental educational topics among some of the teachers and
their students may imply a lack of two-way communication, an essential feature of highly
cohesive (hence, high performing) groups. This lack of group cohesion may, in turn,
result in some students being denied their preferred instructional approach(es), such as
those drawing on social motivational factors like the group.
To improve teacher-student communication as a starting point for reconciling the
differences in attitude, several suggestions were offered:
teachers to get their students to document their learning by keeping learning diaries
as a form of indirect communication;
teachers to set up teacher-student conferencing opportunities as a form of overt
communication;
teachers to justify their instructional decisions by making explicit their views about
what is or should be going on in the classroom and why; and
teachers to invest time and effort in developing positive group dynamics in the
classroom, foregrounding the joint responsibility of all group members (the teacher
included) for what goes on in the classroom and therefore in everyone's learning
agenda.
elena.oncevska@gmail.com
References
Drnyei, Z. and T. Murphy. 2003. Group Dynamics in the Language Classroom.
Cambridge: Cambridge University Press.
Onchevska Ager, E. 2012. Group Dynamics in Teaching English as a Foreign Language
at a Tertiary Level. Unpublished PhD thesis, Blae Koneski Faculty of Philology, Skopje,
Republic of Macedonia.
Stevick, E. 1980. Teaching Languages: A Way and Ways. Rowley: Newbury House.
Vision theory
Being a successful communicator in a foreign language engages the whole person as a
cognitive, emotional and physical being. The latest research (Drnyei and Kubanyiova
2014, Drnyei and Hadfield 2013) places vision at the core of learners' motivation.
Seeing oneself as an L2 speaker will design the roadmap to achieve this personal goal.
The vision of one's future self 'includes a strong sensory element' (Drnyei and
Kubanyiova 2014: 10), we could say even a series of sensory elements, which will help
the learner create a self-image where he exists through the foreign language. The
question is, how can we implement multi-sensory based classroom activities that could
engage the learners in the desire of seeing, accepting and enjoying an L2 self, their L2
identity? We will look at two activities from the perspective of creating and maintaining
an L2 self-vision: role-plays and personal narratives.
Conscious role-plays
Role-plays are considered a basis for performing a communicative task. They are said to
enhance student interaction and place classroom practice in a real-life context. Despite
these beliefs, many teachers would agree that not every student likes roleplays; some
students cannot engage in their roles, they lack enthusiasm during the activity and they
will not necessarily take away a memorable learning experience of an activity where they
had to be a receptionist at a museum, for instance.
Constantin Stanislavski, Russian theatre director, speaks against 'mechanical acting' and
requires his actors to approach their role from its 'inner content' because, as he puts it, 'a
role which is built on truth will grow, whereas one built on stereotype will shrivel'
(Stansislavski 1937: 25). Actors need to enter their role with their true personality, build
it from inside, nourish it with their past experiences and future aspirations. Stanislavski's
words resonate with van Lier's statement: 'Learning an L2 involves a struggle to forge a
new identity that is true to the self ' (cited in Drnyei and Kubanyiova 2014: 36). The
theatre director's view on acting is similar to what Zimmermann defines as 'transportable
identity' (Drnyei and Kubanyiova 2014: 110) as opposed to 'discourse' and 'situated'
identity.
In the traditional way of utilising role-plays, students are engaged through their discourse
identity. They are speakers or listeners in a dialogue; their situated identity is their role in
the situation, i.e. receptionist, but their transportable identity is not taken into account.
Transportable identity concerns their gender, past experiences, beliefs, what they like or
don't like. This is when their personality becomes part of their language, often referred to
as 'personalising' the activity.
Role-plays can be introduced by a pre-task which focuses on learners' transportable
identity using 'helping cards' with questions about their personality and multi-sensory
past experiences. These details will help them build their role-identity in a self-conscious
way, and their English speaking role-identity will come alive in a seamless way.
Personal narratives
Seeing oneself in a future situation can be enhanced to whole-life scenes. Teenagers are
in a period of their lives when constructing a vision of their possible future selves is a
natural aspect of their personal development. Thereby, intertwining the vision of being a
confident L2 user and a successful person in the future comes as a very natural thinking
process. Mental imagery or image streaming, used in sports psychology and as proposed
by Drnyei and Hadfield (2013) in Motivating Learning, can be very effective with this
age group.
The guided imagery activity 'My Future L2 Self ' as described in Motivating Learning
(Drnyei and Hadfield 2013: 26) served as the starting point for a visionary programme
with a small group of teenagers. Based on a series of questions read by the teacher,
revealing multi-sensory experiences, students gave a detailed description of their lives in
10 years' time. They were able to visualise themselves in the future, see their goals
achieved and realise that they had become competent L2 speakers. The vision narrative
activity took five steps engaging all five language skills and the concrete outcome was a
printed magazine with students' stories and photos.
Conclusion
Through the collaborative, creative process of the personal narratives and conscious role-
plays, learners can benefit from a positive learning experience and establish harmony
between their ideal L2 self and ought-to L2 self in their 'mind's eye'. The two activities
can be sequenced in a way that learners play the role of their future L2 selves developed
through the vision narrative activity in various imagined situations.
csilla.benn@bes-grenoble.com
References
Drnyei, Z. and J. Hadfield. 2013. Motivating Learning. Harlow: Pearson.
Drnyei, Z. and M. Kubanyiova. 2014. Motivating Learners, Motivating Teachers.
Cambridge: Cambridge University Press.
Stanislavski, C. 1937. An Actor Prepares. London: Bloomsbury.
Concepts of culture
In this project, students first explore definitions of culture, thinking in terms of an
iceberg. In this model, certain aspects of culture are visible, whereas much of culture is
invisible (Wintergerst and McVeigh 2011). The lesson then hones in on cultural values,
defined as ideas about what is right, good and normal. Students consider eight American
cultural values, including individualism, directness, informality and equality (Althen
2011), comparing and contrasting them with their own cultural values. It is stressed, of
course, that not everyone in a culture may share the values to the same degree, but that
the values are shared by the majority of people in a culture.
Presentation
The students' task is to highlight cultural values they find in a primarily English language
film of their choice in a presentation. Students normally present in pairs, and we provide
a list of suggested films they can use. Films that feature a culture clash, such as Bend It
Like Beckham, East is East and Gung Ho, work well for this project. The 15-minute
presentation is composed of four parts: an introduction, a summary of the film, two or
three examples from the film that highlight cultural values, and a conclusion. For each
example, students need to explain the scene from the film, analyse the cultural value in
the scene, and compare or contrast the value with their own cultural values. The cultural
values the students focus on will naturally depend on the film they choose, and they may
need to do additional research on the culture featured in the film to be able to analyse the
values that appear.
We model the presentation, using examples from the film Mr. Baseball. The main
character is an American baseball player in Japan who experiences various culture
clashes with his Japanese teammates, translator, coach and girlfriend. The examples we
choose from the film underscore his American values of individualism, informality and
directness. Two weeks after this model presentation, students submit an outline in
advance of their presentation in order for us to give them feedback and guidance.
Caveats for students
Students may be tempted to focus on visible cultural differences, such as different
customs, since they are easy to identify. Some customs may be connected to values (such
as removing shoes before entering a house), while others may not (such as utensils used
for eating). Thus, students need to be reminded to focus on cultural values. Students also
need to be careful to avoid generalising one character's personal values to an entire
culture when the values are not shared by the larger culture. In addition, students need to
focus on the heroes, not the villains in the film. Normally, the heroes represent the ideas
that are valued by the majority culture, whereas the villains do not. In terms of the
presentation itself, students should be advised to keep brief the second part of the
presentation, the summary of the film. Long summaries have tended to make the
audience lose interest. Furthermore, students whose visual aids are film clips need to pay
special attention to integrating their film clips into the presentation in a smooth way by
practicing using the DVD or movie files in order to prevent technological glitches.
Conclusion
Students have told us that analysing cultural values in film has helped them understand
other people's ways of thinking and behaving. As our students are all study abroad
candidates, we believe this project will help them to cope with potential
misunderstandings in the future. The project can be adapted to a variety of cultural and
teaching contexts, and it can expose students to a variety of cultural values from an
extensive range of films available. The medium of film is naturally appealing to students,
and examples of cultural values appear in the context of a larger narrative. All in all, the
project helps students think about the invisible aspects of culture that require deeper
analysis and inquiry.
sbean@kansaigaidai.ac.jp
theisen@kansaigaidai.ac.jp
References
Althen, G. 2011. American Ways: A Guide for Foreigners in the United States.
Yarmouth, Maine: Intercultural Press.
Wintergerst, A. C. and J. McVeigh. 2011. Tips for Teaching Culture: Practical
Approaches to Intercultural Communication. White Plains, NY: Pearson.
Introduction
Partnership working is now an essential element of securing ESOL funding. To secure
funding, colleges and community ESOL providers must work together. The aim of this
talk was to share our experiences of successful partnership working and provide tips and
advice for ESOL providers.
Background
The ESOL Network Project (ENP) assists ESOL learners in Glasgow to access provision.
It holds initial assessment and advice sessions in community centres and Jobcentres
where students can find out their ESOL level and be signposted towards provision. The
project has successful partnerships with numerous college and community ESOL
providers.
City of Glasgow College (www.cityofglasgowcollege.ac.uk), as one of the largest
providers of ESOL in Scotland, receives funding from the Glasgow Community Planning
Partnership which brings key public, private, community and voluntary representatives
together with the aim of delivering better, more joined-up public services in the city.
Conclusion
Partnerships take time, work and attention. Following the tips and examples above will
assist providers in creating success.
emily.bryson@cityofglasgowcollege.ac.uk
helen.jackson@cityofglasgowcollege.ac.uk
The study
The study is a longitudinal research project. Semi-structured interviews were conducted
with four participants in their native language at four stages of their learning process. The
aim was to record changes in the responses of the participants in five key areas after they
had completed the course. The participants, aged 27-30 years, were of Indian and
Pakistani origin and were doing eight-week courses in two different centres in the north-
west of the UK.
The findings of the study showed that the course didn't help the participants to be more
integrated into society. ESOL learners already had established lives in the UK and were
only doing this course as it was a requirement of the Home Office for British nationality.
English usage
The course didn't affect the participants' language usage in their daily life. It was found
that the participants felt comfortable using their native language and believed that they
would keep on doing so even after becoming British. Reasons were as follows:
'because our language is Guajarati and we already speak that, that's why if may
be we were born here then we would have spoken in English' (Subject A)
'because at our place we don't speak English'(Subject B)
'basically we speak Urdu and Punjabi at home' (Subject C)
Future expectations
All participants believed that they would be better off in the future as they would be
equal to British people. They felt the investment they were making in the form of paying
for the course and application fees would help them in securing a better future for
themselves as well as for their children:
'your life will change a lot, you can become independent, you can get a good job'
(Subject B)
'The only thing in my mind is that alright they have made it compulsory for
indefinite and for nationality so they can process it. So we are doing it according to
that so as such it is not that important' (Subject C)
Conclusion
In terms of the first research question, it can be said that the government was not
successful in the goal of social integration through the course if we take into
consideration the four case studies. In terms of the second research question, there was no
effect of the course on participants' lives and identity. The learners felt that they were
Indian or Pakistani and would remain so even after doing this course:
'I think I am Pakistani and will be Pakistani no matter what nationality I get'
(Subject B)
'But first of all I am Pakistani and will remain Pakistani [] always' (Subject C)
sameer@uclan.ac.uk
Reference
Commission on Integration and Cohesion. 2007. Commission on Integration and
Cohesion Our Shared Future. http://collections.europarchive.org/tna/20080726153624/
www.integrationandcohesion.org.uk/~/media/assets/
www.integrationandcohesion.org.uk/our_ shared_future pdf.ashx.
3 Perspectives on teacher education
This chapter presents a variety of papers related to teacher education, both initial and at
the postgraduate level. The chapter opens with Teti Dragas' exploration of how
culturesand cultures of learninginform and shape the development of trainees on an
MA course. The next two papers both address the CELTA: Alastair Douglas considers
how the course could be adapted to meet the needs of teachers from various backgrounds,
while Dita Phillips discusses the implications of mixed NS and NNS CELTA classes.
The next few papers come from various parts of the world but all address universal issues
in teacher education and offer practical advice. Gabriel Diaz Maggioli reports on a
workshop in which participants explored the use of content-free 'frames' for teacher
education; Deniz opur and Hale Kzlck show how trainee teachers face challenges in
the writing of lesson objectives; and Angie Quintanilla Espinoza shows how the use of
digital storytelling not only develops trainees' technological literacy but also helps to
foster a supportive class environment. The next paper, by Afrianto, points to a challenge
faced by trainee teachers in the form of student resistance. The final two papers in this
chapter address specific training programmes. Gail Ellis and Carol Read report on the
long-term impact of a primary teacher training course and Susan Barduhn, Katrina
Baran and Jaime Durham describe how a long-running MA in TESOL was
successfully taken online.
Background
In Jin and Cortazzi's words, 'a culture of learning frames what teachers and students
expect to happen in classrooms, how participants interpret the format of classroom
instruction and language, and how interaction should be accomplished as part of the
social construction of an educational discourse system' (2006: 9). But what happens in a
teacher training context where the culture of learning that trainees are drawing on in order
to think about teaching and learning is not a given? What happens when teacher and
learner roles, the classroom itself and educational philosophy are very different? As a
teacher trainer and module leader on a practical teaching module on an MA TESOL at a
British university where students were international non-native English speaker teachers
(NNESTs), I found that my exploration into 'culture' and 'culture of learning' became very
pertinent.
This presentation provided a case study of a group of pre-service teachers and sought to
explore whether, how and to what extent culture and or cultures of learning informed and
shaped their developing practice. Given that we are increasingly seeing NNESTs seeking
ELT training in 'western' contexts where the learning culture may well be (very) different
from their own, the larger question for me was what can and/or should we, as teacher
trainers, do with an awareness of the role of culture and cultures of learning, and how
might this inform our future teacher development practices?
Context and research methods
As part of their master's degree, students take a practical teaching module which acts
much like a pre-service training course aimed at teachers with little or no previous
teaching experience. One aspect of the module involves practice in the form of peer
teaching. Importantly, students are not assessed on their teaching, but on their ability to
reflect on practice. Students' written reflections thus provided the data for the exploration
into culture, serving as a rich resource precisely because the medium of writing helps
uncover deep-seated beliefs about the learning/teaching process (Hoover 1994).
Table 3.1.1: Differences between teaching practice and prospective teaching contexts
The presentation explored the learning culture in China and revealed a number of areas
that helped to 'account for' some of the most prominent differences in terms of
teacher/learner roles, methods of instruction, beliefs and classroom expectations.
Interestingly, I found that many of these beliefs and practices were expressed in Chinese
'educational' sayings which centred on the importance of the teacher as imparter of
knowledge (moral and academic), memorisation, learning through reading/writing and
diligence rather than talent.
With this in mind, I explored students' reflections and cited numerous examples which
showed how cultural processing was intricately linked to their development. This was
expressed in terms of improving, changing, justifying and explaining practice.
References
Gu, Q. and M. Schweisfurth. 2006. 'Who adapts? Beyond cultural models of "the"
Chinese learner'. Language, Culture and Curriculum 19/1: 74-89.
Hoover, L. A. 1994. 'Reflective writing as a window into pre-service teacher's thought
processes'. Teaching and Teacher Education 10/1: 83-93.
Jin, L. and M. Cortazzi. 2006. 'Changing practices in Chinese cultures of learning'.
Language, Culture and Curriculum 19/1: 5-20.
Introduction
CELTA was originally designed for non-experienced, native speaker (NS) teachers
planning to teach adults in private language schools. The current course is now open to
non-native speakers (NNS) and those with experience, but the majority of candidates still
fit the original mould. Indeed, the Cambridge English website describes the course as 'for
people with little or no previous teaching experience'.
However, the types of trainees on CELTA courses are changing, as Tables 3.2.1 and
3.2.2 show.
Table 3.2.1: Native speakers vs. non-native speakers on English on CELTA courses
(Source: Cambridge English)
The course
Why do NNS candidates choose this course?
The main reasons given by NNS trainees and by those institutions choosing CELTA for
their teachers are as follows:
1 International reputation. This refers to the quality of the training itself, rather than
just the worldwide recognition of the qualification.
2 Practical training. Although the qualification would not necessarily improve the
job prospects of trainees since the qualification lacks recognition in their contexts,
many wanted the training on offer.
Conclusions
The CELTA offers a solid, practical grounding that is suitable for teachers in most
contexts, and input can be tailored to meet their needs. The bigger issue is whether CLT
can be effectively implemented. This challenge stretches from the classroom to the
educational establishment. While CELTA trainers are able to give their trainees practical
ideas for the classroom, more significant issues arise at a higher organisational level, for
example with the materials, the expectations of the students and testing procedures.
If institutions wish to develop their teachers by choosing CELTA, they will get well-
trained teachers. However, for institutions to benefit from choosing CELTA for their
NNS teachers, a more fundamental shift in the provision of language teaching and testing
might be needed.
aadouglas1@outlook.com
3.3 Better together: native and non-native speakers on CELTA courses
Dita Phillips British Study Centres Oxford, Oxford, UK
The aim of this workshop was to share various tasks that my colleagues and I often use
during input sessions on CELTA courses in order to promote cooperation between native-
speaker (NS) and non-native-speaker (NNS) trainees.
The tasks were developed in a training context where nearly a third of all candidates are
NNS and the majority of courses have mixed groups of NS and NNS trainees. This is
important because of the prevailing myth of the 'native-speaker teacher' in ELT, which is
often reflected in preconceived views trainees tend to bring to the course. These views
were explored in the initial task, where the audience was asked to identify whether views
expressed by CELTA candidates were the views of a NS or a NNS. Some of the
experienced ELT professionals in the audience expressed their surprise at the strength of
some of the views quoted, such as one by a NS who had said, 'I was a little surprised
there were any [non-native speakers] on the coursenot that I didn't believe they could
teach English. I'd just never thought about it before.'
Another interesting point regarding the NS and NNS dichotomy was made by a member
of the audience who felt unsure about her own statusshe had always spoken Arabic at
home, but she had been educated solely in English in the UK from an early age. This may
suggest that in a globalised world the clear-cut distinctions between NS and NNS are
becoming more and more obsolete.
The second task was designed to help CELTA trainees analyse the use of modal verbs in
English. This was found to be of particular practical use by the audience. In the first part
of this task the trainees were asked to complete a rule for the use of modal verbs based on
the analysis of example sentences such as 'He might be right. / He'll be there by now.
Complete: In the third person singular, modals don't take' The second part of the task is
based on an activity from Innovations Upper-Intermediate (Dellar, et al. 2004), in which
trainees are asked to come up with idiomatic or commonly used expressions with modal
verbs such as 'must'. Examples include 'You must be mad!', 'You must be joking!', 'It
must have been nice', and so on. Trainees are asked to complete the tasks in mixed
groups of NS and NNS. In most cases, NNS candidates find the first (more grammatically
based) task easier to deal with, whereas NS tend to find the second (more lexical) task
more accessible. In order to succeed in both tasks, the candidates have to cooperate,
which has a positive effect on group dynamics. The tasks also help candidates to
highlight and appreciate their own and each other's strengths in language analysis.
A similar effect was noted with the third task, which deals with correction. Candidates
are asked to discuss the need for correction in various utterances such as 'You might just
better check with him' or 'Both British girls don't make the final'. It is later revealed that
these examples are genuine statements originally made by native speakers on a BBC
radio phone-in. This triggers an open discussion about the English language, its
development and its ownership. This is a discussion that I believe is essential and that
needs to be encouraged among future ELT professionals.
After illustrating tasks primarily designed to help CELTA candidates analyse their
strengths and weaknesses, I highlighted the need for tasks in which all candidates are on a
level playing field. I believe that the inclusion of a foreign language lesson on a CELTA
course is a good way to achieve this and has the added benefit of helping trainees to
empathise with learners. A short video clip of a sample foreign language lesson was
presented, and the audience noted that they were unable to distinguish between the NS
and NNS trainees in the clip based merely on their level of participation and engagement
in the lesson.
Finally, I expressed my agreement with Medgyes' (1992) view that NS and NNS have an
equal chance of becoming successful teachers and my belief that if trainees are
encouraged to discuss and analyse issues stemming from this dichotomy during their
initial training, this will help them to become more effective teachers.
dita.phillips@british-study.com
References
Dellar, H., D. Hocking and A. Walkley. 2004. Innovations Upper-Intermediate (second
edition). London: Heinle.
Medgyes, P. 1992. 'Native or non-native: who's worth more?' ELT Journal 46/4: 340-8.
Introduction
The purpose of this workshop was to introduce participants to the concept of frames for
teaching teachers. Frames are content-free tasks that promote situated teacher learning.
These frames were developed around current understandings of the effective teaching of
teachers and advocate for a sociocultural perspective (Johnson 2009, Diaz Maggioli
2012). During the workshop, participants experienced a series of frames and reflected on
their potential uses, as well as the particular teaching of teachers' concepts they lent
themselves to promoting.
Background
Much activity in the field of teaching teachers relies upon tried-and-tested materials that
have not changed significantly since they were published. In some cases, these materials
were produced in the 1990s, and the field of teacher training has progressed significantly
since then. Also, many of the materials for teaching teachers are content-oriented; their
creators claim that they can be used in any training situation regardless of the
particularities of the local context. In this sense, materials favour a 'look-and-learn
perspective to teaching teachers (Diaz Maggioli 2014). In this perspective, the teaching of
teachers is reduced to transmitting a series of best practices that trainees are expected to
replicate to the letter and briefly reflect on how well (or badly) the replication has gone.
In contrast with this situation, recent research on teaching teachers seems to indicate that
best practices in the field need to be imbued with far more characteristics than those
afforded by the look-and-learn perspective (Johnson 2009, Diaz Maggioli 2012).
Teaching teachers today
Proponents of a new way for teaching teachers stress four main characteristics that
teachers of teachers (ToTs) need to take into consideration when designing their
instruction.
A. Experiential basis
In order to counteract the negative effects of new teachers' nave understandings, teacher
training activities should engage participants in experiencing ways in which they are
expected to teach students. The use of an experiential learning cycle (starting with an
experience, reflecting on it, deriving principles and planning how to apply this new
learning) promotes the kind of understanding required.
B. Reflective learning
One keystone of a sociocultural perspective to teaching teachers is the engagement of the
novice in reflecting upon the effects of their teaching on students' learning. Frames allow
aspiring teachers to reflect via analysis and evaluation of their own experiences, and
those of their students, while, at the same time, opening paths to creating new
understandings about teaching and learning.
C. Higher-order thinking
Because the bulk of teacher training activity must necessarily rely on construction rather
than transmission, frames are designed so that they directly target higher-order thinking
skills such as analysis, evaluation and creativity. Each of the frames presented acts as a
problem-posing activity, which participants break apart and assess in order to engage in
their own construction of teaching and learning opportunities.
D. Community-building
Teaching teachers can be best understood as a community-building endeavour. The main
task of the ToT is to mediate professional learning so that newcomers to the field can
function effectively in the classroom and produce quality learning opportunities. In this
sense, frames allow aspiring teachers to construct their own knowledge via collaborative
learning opportunities that are suited to the context in which they will operate.
A sample frame
Figure 3.4.1 shows a sample frame discussed during the workshop. Participants used the
boxes in the top row to assess the characteristics provided by the framesee key
belowand also their suitability to different purposes. Finally, they thought of variations
to the activity and potential topics it would lend itself to exploring.
EB = experiential basis; HOT = higher-order thinking; RL = reflective learning; CB =
community building. O = Opener; P = processing; R = review;
A = assessment; L = lexical learning.
Figure 3.4.1: A sample frame
References
Diaz Maggioli, G. 2012. Teaching Language Teachers: Scaffolding Professional
Learning. Lanham, Md.: Rowman and Littlefield Education.
Diaz Maggioli, G. 2014. 'Tradition and habitus in second language teacher education'.
Language and Linguistics Compass 8/5: 188-96.
Johnson, K. E. (2009). Second language teacher education: A Sociocultural perspective.
New York: Routledge.
Background
When we first examined the literature in order to enumerate the qualities of 'good'
objectives, we realised that the terms 'aims', 'goals', 'objectives' and 'learning outcomes'
are all used to define the purpose of a syllabus, a course and a lesson; however, they are
explained in different ways. Richards (2001) uses 'aim' and 'goal' interchangeably to refer
to a change a programme seeks to make as part of a curriculum ideology. He uses
'objectives' to describe the learning outcome and states that these should be consistent
with the curriculum aim. Harmer (2007), on the other hand, defines 'aims' as the
'outcomes' we try to achieve. The aims should be specific, measurable, achievable,
realistic and timed. For him, 'aims' help the 'overall objectives'. Anderson and Krathwohl
(2001) categorise objectives into three groups: 'global objectives' that provide the vision,
'educational objectives' that design a curriculum and 'instructional objectives' that prepare
lesson plans.
Conclusion
It would be unrealistic to say that student teachers no longer have any problems in terms
of the objectives they write for their lesson plans. We, as teacher educators, still come
across objectives that are too general, too specific or unfocused. However, we can say
that the formulaic nature of the code has made it easier to communicate and share
feedback about the quality of the objectives provided.
dsalli@metu.edu.tr
khale@metu.edu.tr
References
Anderson, L. W. and D. R. Krathwohl (eds.). 2001. A Taxonomy for Learning Teaching
and Assessing. New York: Addison Wesley Longman.
Harmer, J. 2007. The Practice of English Language Teaching. Harlow: Pearson
Longman. Richards, J. C. 2001. Curriculum Development in Language Education.
Cambridge: Cambridge University Press.
Introduction
Digital storytelling is a creative process in which a story is told using multimedia
elements such as images, audio and/or video. These stories can be used in EFL settings
for different purposes, for example, to assess students, to make difficult content
understandable and to enhance discussions (Robin 2006).
Digital storytelling based on personal narrative contains accounts of significant incidents
in a person's life. This type of story provides students with a significant learning event
that underlies a classroom shared experience. Students are able to express themselves and
get to know each other better at the same time.
Regarding language skills development, Diaz and Ortiz (2010) have argued that while
students create their own stories, there are several processes involved: students improve
their writing skills, they use vocabulary in context and they apply grammatical rules. In
terms of speaking, segmental and suprasegmental aspects can be improved through the
recording, repetition and evaluation of a student's own performance.
When incorporating technology into the classroom, a key consideration is the teacher's
knowledge and beliefs. According to Hughes (2005), if teachers perceive technology to
be a tool in the students' learning process, they will integrate it effectively into their
teaching. Providing opportunities to learn and reflect on the use of technology will help
teachers to develop their knowledge and beliefs about technology and language learning.
The project
The objective of this talk was to present a class project carried out in a computer
technology class as part of an initial teaching training program in EFL. In this project
student teachers used movie-making applications (Photo Story 3 and Movie Maker) to
create a two-minute video with images, music and voice; the story was based on a
personal experience they wanted to share with their classmates. The purpose of this
activity was to enhance technological literacy and digital competence in preservice
teachers and to increase their participation and creativity. In addition, student teachers
were able to use their own experience to reflect on the role of personal narrative as a
student-oriented pedagogical tool.
Students' reflections
In order to elicit students' views on digital storytelling a series of semi-structured
interviews were conducted. After analysis of the data collected, students' main reflections
can be summarised as follows.
Using digital storytelling in class
helps students to develop technological literacy while creating their videos;
helps students to improve writing, grammar, vocabulary and pronunciation skills;
is a motivating activity that enhances students' autonomy and creativity;
develops students' higher-order thinking skills; and
creates a positive classroom atmosphere because students get to know each other
better.
Conclusion
Teachers still often find it difficult to integrate technology into the classroom; this is a
problem even for novice teachers who were born in the technological era. The difficulty
is related to the lack of technology-related professional development available to teachers
and trainee teachers. It is important, therefore, to give trainee teachers models of sound
technology use and to enable them to reflect on the role technology plays in the language
classroom, as teachers' beliefs about technology have a deep impact on their pedagogical
practices.
anquinta@hotmail.com
References
Diaz, C. and M. Ortiz. 2010. 'Usos Pedaggicos de los Relatos Digitales en el Proceso de
Enseanza Aprendizaje del Idioma Ingls'. Contextos, Estudios de humanidades y
ciencias sociales. www.umce.cl/recursos-yde/357-n24-04.html.
Hughes, J. 2005. 'The role of teacher knowledge and learning experiences in forming
technology-integrated pedagogy'. Journal of Technology and Teacher Education 13/2:
277-302. Robin, B. 2006. 'The educational uses of digital storytelling' in C. Crawford, R.
Carlsen, K.
McFerrin, J. Price, R. Weber and D. A. Willis (eds.). Proceedings of the Society for
Information Technology and Teacher Education International Conference 2006.
Chesapeake, Va.: AACE. www.editlib.org/p/22129.
3.7 'You are only a student teacher, aren't you?'
Afrianto Riau University, Pekanbaru, Indonesia
Introduction
This paper summarises one of the findings of a qualitative investigation into the
transition of Indonesian pre-service English teachers (PSTs), as they progressed from
being university students to novice teachers. The study explored the shift in identity
among this group, especially as they undertook a teaching practicum. Specifically, this
paper aims to answer the research question: What kinds of tensions and challenges do
trainee teachers experience as they go through their transitional process?
A teaching practicum is considered a central and strategic component of a teacher
education course (Farrell 2001). The practicum provides a range of contexts and
experiences and implies a welcoming by colleagues into the teaching community
(Uusimaki 2009). It is, however, a complex process. Studies have shown that many PSTs
experience 'transition shock' during this period, when they feel they are not adequately
prepared for the complexities of problems they face during the practicum. The
participants in this study were ten 21-22-year-old trainee teachers; nine of the ten had no
prior teaching experience in public schools. Two rounds of in-depth interviews with each
PST were conducted, before and after the teaching practicum.
Conclusion
To conclude, the present study suggests that professional inclusion, a collegial
atmosphere, and professional interaction assist participants in becoming self-assured and
contributing members of their school community. As discussed, the nature of PSTs'
relationships and interactions with colleagues and pupils plays as a major factor in
supporting their professional learning and identity construction.
aburaudha@gmail.com
References
Farrell, T. S. C. 2001. 'English language teacher socialisation during the practicum'.
Prospect 16/1: 49-62.
Syahril, I. 2012. An Indonesian Breakthrough in Field Experience: The Challenge for
Reculturing the Practice. http://iwansyahril.blogspot.com.au/2012/05/new-form-of-field-
experience-challenge.html.
Uusimaki, S. L. M. 2009. Pre-Service Teacher Education and The Development of
Middle School Teacher Identity: An Exploratory Study. Brisbane: Queensland University
of Technology. http://eprints.qut.edu.au/34438/.
Course participants
The course attracts a diverse range of participants. There are variations in career stage,
job titles, age, teaching experience and context (state/private). There are also some
important commonalities in that 90 per cent are female and share high levels of personal
motivation and professional commitment to learn how to teach children effectively.
Course principles
Data collected from enrolment forms showed a wide range of needs which present a
challenge in terms of course design, content, methodology and delivery. Six key
principles were established at the outset to address this challenge:
1 to establish a shared collective starting point for learning in each session;
2 to provide a cycle of theoretical input, practice and reflection;
3 to enable participants to become co-owners of the learning community and part of
a mutual teaching and learning resource;
4 to develop three key competencies within each session;
5 to develop participants' professional confidence and self-esteem; and
6 to develop a spirit of enquiry and critical awareness.
The methodology used on the course is structured around the 'plan, do, review' learning
cycle in order to combine personal reflection and experimentation and to develop
participants' critical awareness of effective primary practice.
Data collection
Mixed methods were used to capture both large-scale longitudinal evidence and in-depth
qualitative evidence. Data was collected via an online survey from participants who
attended the course from 1-18 years ago, representing 646 total participants and 300 valid
email addresses. We received 125 responses representing 19 per cent of the total 646
recorded participants and 42 per cent of those contacted. In addition to this, 20
participants from previous courses dating back to 1997 attended two semi-structured
focus groups.
Salient features
The salient features from the five perspectives that seemed to give the course lasting
impact and would be important in replicating the course successfully elsewhere were:
Relevant course content had personal relevance and reflected areas where
participants had stated that they lacked knowledge, skills and confidence.
Balance of theory, practice and reflection was remembered as effective.
Opportunities for formal and informal learning: participants remembered positively
the experience of working with others and taking ownership of their learning in a
relaxed and supportive professional community.
Course delivery reflected good primary practice and provided a model to follow.
Effective monitoring and evaluation involves assessing both short- and long-term impact,
and this requires strategic planning and resource allocation from the outset. In this case,
this wider strategic planning was not in place. However, the unusual longevity and
continuity of the course has provided a unique opportunity to explore its long-term
impact.
gail.ellis@britishcouncil.fr
carol@carolread.com
Reference
Kirkpatrick, D. L. 1996. Evaluating Training Programs: The Four Levels. Oakland,
Calif.: Berrett-Koehler.
Our approach
The SIT program is a unique programme that relies on students' relationships with each
other to co-construct knowledge. It is a cohort-based, experiential and humanistic
program. This philosophy affects every facet of the courses and the overall programme
design.
Good online learning practices share much with SIT's MAT programme philosophy.
Solid online learning is based on constructivist theory. The learners construct meaning
and they learn through this construction. SIT's MAT programme is based on the
experiential learning cycle and discovery learningboth constructivist learning theories.
Solid online learning builds community so that learners feel supported and engaged, and
so they co-construct knowledge. SIT's MAT programme builds and utilises community to
teach skills like active listening and peer mentoring. In solid online learning practice, the
instructor is the 'guide on the side', not the 'sage on the stage', and in SIT's MAT
programme, the instructor takes on the role of facilitator, guiding but not prescribing.
The key to successful online learning is pre-planning and organisation. Because you can't
see your students' faces to gauge understanding and learning, the planning cycle needs to
anticipate needs and issues, and set everything up in advance with maximum clarity and
organisation.
One important part of the pre-planning cycle, identified by Tina Stavredes (2011), is
procedural scaffolding. This is comprised of orientation, expectation and resource
scaffolding. Orientation scaffolding familiarises students with the course, including a
technical orientation. Expectation scaffolding suggests that policies and procedures need
to be made clear. Resource scaffolding addresses how resources are dealt with. These
three types of scaffolding were fundamental guiding principles in the design of the
'Foundations' course.
Solutions discovered
The 'Foundations' course was designed to create a safe place where trust, connections and
community could be fostered online. In addition to the scaffolding mentioned above, two
key additional principles were adhered to. The first was to have fun with the design and
be visually appealing, so the course was a welcoming and enjoyable place to learn. The
second was to keep the class in the Moodle classroom. Originally we had looked to
outside software sources for activities to use in this course, but as the design developed,
we realised that our learning management system, Moodle, actually had all kinds of tools
for organising the students and for activity creation. By using Moodle as much as
possible to do what we wanted, and by planning to enrol the students in only one Moodle
course at a time, we were able to reduce the technological knowhow necessary for the
students to succeed in this programme.
These design principles, again, meant to foster trust in the technology, have continued to
inform all of the course designs. In fact this 'Foundations' course purposefully acted as a
holistic orientation for the entire programme.
Student feedback
Regular feedback from our first group of participants (they call themselves 'The
Pioneers') has been invaluable in shaping our programme and contributing to its success.
In the words of one student:
I thought I would miss a lot by not being person to person. Now I think I am getting
a whole new and different dimension that is very enriching I am glad for the seven
weeks before the residency as it gives me a chance to figure out how to manage my
time and how to do the technology (Arline Saturdayborn, MAT Pioneer).
susan.barduhn@sit.edu
jaime.durham@sit.edu
katrinabaran@yahoo.com
Reference
Stavredes, T. 2011. Effective Online Teaching, Foundations and Strategies for Student
Success San Francisco, Calif.: John Wiley & Sons.
4 Key topics in ELT for young learners
This chapter addresses some important and somewhat controversial questions in ELT for
young learners. The first topic addressed in this chapter is what is the best age to begin
English language education? This was the topic of the ELT Journal/ IATEFL debate in
2014, which pitted Fiona Copland against Janet Enever. A related research project,
presented by Eva Wilden, sheds further light on this issue. Next, we explore some
important questions related to the usefulness and desirability of teaching of English at
primary level in three different contexts: Gabon, with Hywel Coleman and Yves Roger
Mouanambatsi; Indonesia, with Siti Fitriyah; and India, with Debanjan Chakrabarti.
The next group of papers deal with classroom issues. Zhivka Ilieva explores the use of
the lexical approach with young learners; Vera Cabrera Duarte and Rosemeire Batista
Gimenes de Arajo show how drama can be used effectively with children; and Conchi
Martinez de Tejada presents the traditional Japanese kamishibai technique of
storytelling with pictures. The next two papers report on the progress of Uruguay's Ceibal
en Ingls initiative: Paul Woods provides an analysis of results so far, while Mercedes
Viola discusses the components of a successful team-teaching approach. Finally, we turn
our attention to assessment with Raquel Carlos' paper on the use of e-portfolios with
primary-age children.
4.1 ELT Journal/IATEFL Debate: Primary ELT does more harm than
good
Fiona Copland Aston University, UK and Janet Enever Ume University, Sweden
References
Copland, F., S. Garton and A. Burns. 2013. 'Challenges in teaching English to young
learners: global perspectives and local realities'. TESOL Quarterly.
http://onlinelibrary.wiley.com/doi/10.1002/tesq.148/full.
Jin, L. and M. Cortazzi. 2003. 'English language teaching in China: a bridge to the future'
in W. K. Ho and R. Y. L. Wong (eds.). English Language Teaching in East Asia Today:
Changing Policies and Practices. Singapore: Eastern Universities Press.
Johnstone, R. 2009. 'An early start: what are the key conditions for generalized success?'
in J. Enever, J. Moon and U. Raman (eds.). Young Learner English Language Policy and
Implementation: International Perspectives. Reading: Garnet Education Publishing.
Lamb, M. 2011. 'A 'Matthew Effect' in English language education in a developing
country context' in H. Coleman (ed.). Dreams and Realities: Developing Countries and
the English Language. London: The British Council.
Lindgren, E. and C. Munoz. 2013. 'The influence of exposure, parents and linguistic
distance on young European learners' foreign language comprehension'. International
Journal of Multilingualism 10/1: 105-129.
Mihaljevi Djigunovi, J. and M. Vilke. 2000. 'Eight years after: wishful thinking versus
facts of life' in J. Moon and M. Nikolov (eds.). Research into Teaching English to Young
Learners. Pcs , Hungary: University of Pcs Press.
Pinter, A. 2011. Children Learning Second Languages. London: Palgrave Macmillan.
Wedell, M. 2011. 'More than just "technology": English language teaching initiatives as
complex educational changes' in H. Coleman (ed.). Dreams and Realities: Developing
Countries and the English Language. London: The British Council.
Figure 4.2.1: Mean differences in the reading and listening tests (cohorts 2010 and 2012)
Figure 4.2.3: Mean differences in the listening test of mono- and multi-lingual learners
(cohorts 2010 and 2012)
Regardless of the length of EFL education, the children growing up monolingually with
German demonstrated the highest receptive achievements, even if only some of the
differences to the two multilingual groups were statistically significant and clear. In
addition, after 3.5 years the differences in EFL reading between the three groups were
lower than for listening. Finally, a multilevel regression analysis showed that the
linguistic background of the children did not appear to impact their EFL achievements. In
contrast, other factorsin particular, the children's German reading competenceswere
identified explaining the variance in receptive EFL achievements (Wilden and Porsch
2014).
Conclusion and limitations
The results of this study show that introducing EFL in Year 1 of primary school can lead
to higher receptive skills of the children. Learners growing up multilingually also benefit
from the extended length of learning time. It is especially noteworthy that after 3.5 years
their reading achievements hardly differ from those of monolingual children. Thus, these
results do not support demands for introducing EFL learning at a later time in primary
school. However, individual support seems sensible for children with an age-
inappropriate level of German, the language of schooling.
The findings from this study should, however, be discussed cautiously, for it would be
too hasty to claim 'The earlier, the better!' This study was limited to only one German
federal state and tested high-achieving learners entering the top-tier level of the
multipartite German secondary school system (Gymnasium). Moreover, the tests used are
not linked to any competence model (for example, the CEFR). As a result, no conclusions
can be drawn as to whether the achievements can be considered sufficient regarding 3.5
years of EFL learning.
eva.wilden@uni-bielefeld.de
References
Wilden, E. and R. Porsch. In preparation 2014. 'Die Hrund Leseverstehensleistungen im
Fach Englisch von Kindern am Ende der Grundschulzeit unter besonderer
Bercksichtigung von lebensweltlicher Einund Mehrsprachigkeit' in Ktter, M. and J.
Rymarczyk (eds.). Englischunterricht in der Primarstufe: Neue ForschungenWeitere
Entwicklungen. Frankfurt: Peter Lang.
Wilden, E., R. Porsch and M. Ritter. 2013. 'Je frher desto besser? Frhbeginnender
Englischunterricht ab Klasse 1 oder 3 und seine Auswirkungen auf das Hrund
Leseverstehen'. Zeitschrift fr Fremdsprachenforschung 24/2: 171-201.
Introduction
We face a dilemma if an education ministry requests support for introducing primary
English yet our judgement suggests that this is inappropriate. Research in primary
schools in Gabon has revealed many problems requiring urgent attention but no apparent
need for English that is not already being met in secondary schools. How should we
respond to the ministry's request?
The study
The Strategic Plan for an Emergent Gabon (Government of Gabon 2012) states that 'by
2015 the national languages and English will be introduced in pre-primary and primary
schools.' In 2013 the Government asked the regional British Council office in Senegal to
support its plan to introduce English as a subject in primary schools. Coleman was then
commissioned to research the context and make recommendations. Mouanambatsi,
representing GATE, provided input for the study.
Findings: education
The survey found significant problems in four aspects of primary education: (1)
children's participation; (2) teachers' qualifications; (3) the medium of instruction; and (4)
teaching methodology.
1 In terms of participation, UNESCO data (2012) shows that Gabon has the most
inefficient primary education system in the world. Many children repeat classes,
there is a very wide age range in many classes, many children drop out before
completing their primary education andeven among those who do complete
primary schoolonly a few continue to the secondary level.
2 Some younger primary teachers have a two-year teacher education diploma
(postsecondary school), but most primary teachers have lower qualifications or none
at all. No primary teachers are qualified in English.
3 Education is delivered entirely through French, yet many children do not
understand the language. They therefore experience major communication
difficulties. Some teachers informally use local languages to make themselves
understood.
4 Teaching is abstract and theoretical without attention to meaning. Textbooks come
from France and consequently no links are made to the environment in which
children live. Most class time is spent on choral repetition, children answering
questions from the teacher, individuals going to the front to write something on the
chalk board and stressful 'continuous assessment' tasks. Very little time is spent on
reading.
Findings: economy
When interviewed, employers said developing English skills at the primary level was
unnecessary. What employers need are people who possess basic literacy (in French) and
numeracy, who can work independently and who are able to cooperate with others. In
2012 the World Economic Forum concluded that Gabon's poor primary education is a
major obstacle to development (Schwab 2012).
References
Government of Gabon. 2012. Plan Stratgique Gabon mergent. Libreville.
Schwab, K. 2012. The Global Competitiveness Index 2012-2013. Geneva: World
Economic Forum.
United Nations Development Programme. 2013. The Rise of the South: Human Progress
in a Diverse World (Human Development Report 2013). New York: UNDP.
UNESCO. 2012. Opportunities Lost: The Impact of Grade Repetition and Early School
Leaving. Montreal: UNESCO Institute for Statistics.
Introduction
In my presentation, I gave a brief history of English-medium instruction (EMI) in
Indonesia and described the controversies behind its reversal. These controversies are as
expressed in the narratives of the expert witnesses of both the supporters and the critics of
EMI in the legal document governing the termination of Indonesian EMI. The data are
originally in Bahasa Indonesia. I translated the extracts presented in this paper into
English only for the readers' benefit.
Conclusion
The controversy surrounding the Indonesian EMI reversal expressed in the narratives
deal with the desire to protect Indonesia's linguistic heritage, ideology and equality.
These may resonate with what happens in other countries where EMI or other similar
bilingual education schemes are being implemented, including those where policy
reversal is taking place.
masrifafitriyah@gmail.com
References
Coleman, H. 2009. 'Are 'International Standard Schools' really a response to
globalisation?' Paper presented at the International Seminar 'Responding to Global
Education Challenges', Yogyakarta, Indonesia, 19 May 2009.
Constitutional Court (CC). 2013. Putusan 5/PUU-X/2-12. Jakarta: Constitutional Court.
http//www.mahkamahkonstitusi.go.id/putusan/putusan_sidang_5%20PUU%202012-
sisdiknas%20-%20telah%20baca%208%20Januari%202013.pdf.
Shohamy, E. 2006. Language Policy: Hidden Agendas and New Approaches. Abingdon:
Routledge.
Research in Assam
We carried out an investigation to establish whether there are correlations between
factors such as geography, income, ethnicity, educational background, faith, caste and the
value parents place on education in general and English language in particular. We chose
Assam because the British Council has a project, 'Aim Higher in Assam', where we train
and support a cadre of 471 master trainers who cascade the training to all 37,000 English
teachers in primary schools in Assam.
Assam is also a melting pot of languages, ethnicities and faiths. The People's Linguistic
Survey of India has identified the northeast of India as the region with the highest per-
capita density of languages in the world.
Use of research
The research will provide an evidence base for wider policy-level decisions in Assam
vis--vis English at the primary level. The research will trigger more debate within India
about the role of English to access higher education and employment opportunities.
debanjan.chakrabarti@gmail.com
References
Annual Status of Education Report. 2013.
http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2013/ASER2013_r
eport%20sections/aser2013fullreportenglish.pdf.
Chhapia, H. 2014, 26 Jan. 'States realize English is what people want'. Times of India.
http://timesofindia.indiatimes.com/home/education/news/States-realize-English-is-what-
peoplewant/articleshow/29374133.cms.
UNICEF India. n.d. The Right to Education: Fact Sheet.
www.unicef.org/india/education_6145.htm.
Introduction
Children easily remember stories and whole books in their native language. They can do
so in English as well. The supporters of the lexical approach claim that language should
be taught in chunks. Why not start from an early age? At this stage children cannot write
down phrases in their vocabulary books, but they can memorise whole sentences from
their favourite book.
Lewis (2008: 50) states that ' the lexical approach encourages the introduction of
powerful patterns as lexical itemsthat is, without analysis of their internal structure
appropriately early in the syllabus.' Stories are part of children's acquisition of their
native language. They can be used to create a natural environment for remembering large
phrases in the foreign language and guarantee the transformation of the input into intake.
Children's books contextualise the foreign language not only through the text but also
through the pictures. Using the book and other visuals we can activate certain phrases
(for example, 'full of ' or 'a pair of ').
Building a story
The primary school students fill in more slots in the first sentence:
In the adjective room there was a/an adjective noun who loved/hated -ing/noun.
This is the opening sentence of a new story. The story continues:
One sunny/cloudy/foggy day he/she/it (X) went to the X wanted (to buy) a (new)
(pair of) socks/jeans/T-shirt. It was/They were magic. When X put it/them on
This can be done as a whole class activity with fourth-grade students: either the class
discusses and the teacher writes the suggestions on the board, or each student in turn adds
a new sentence to the story.
Conclusions
As a result of our work the children learned the phrases from Goodnight Moon and could
say the words as soon as the teacher turned the page. They also enjoyed working with
books and learned the next one as well.
Using real books in the foreign language classroom helps children to develop a positive
attitude to books and reading and an interest in books in English, and enables them to
build a stock of ready-to-be-used expressions.
In a similar way various sentences from any book can be turned into funny activities.
Young learners practise phrases and reinforce vocabulary. Acquiring such sentences and
having practised the structures with various fillers the children can easily break the
formulae and actively use them later on.
zhivka_ilieva@yahoo.com
References
Brown M. W. 1996. Goodnight Moon. New York: HarperCollins.
Lewis, M. 2000.'Learning in the lexical approach' in M. Lewis (ed.). Teaching
Collocation: Further Developments in the Lexical Approach. Hove: Thomson Heinle.
Lewis, M. 2008. Implementing the Lexical Approach: Putting Theory into Practice.
Andover: Heinle, Cengage Learning.
The proposal
Theatre activities were implemented in one of the two weekly 45-minute sessions over
one school term in 2013. The participants were 105 students aged 6 to 10, divided into
three different groups. Two professionals, the state school teacher of English and a
teacher educator, were involved. The stages of the project were as follows:
Sensitisation
Also called 'group-strengthening', this included corporal and/or vocal warm-up exercises,
as well as concentration and group interaction activities at the beginning of every session.
Dramatisation
At the end of term, learners performed The Fantastic Circus (Duarte and Gimenes 2013)
three times: at school to friends, to parents, and to EFL teachers at the Brazilian British
Center in So Paulo. The story setting was a circus where ballerinas, magicians, fire-
eaters, clowns, masters of ceremony, and the audience performed their roles. One day, the
circus received the news that it would be shut down so that a shopping centre could be
built in its place. The artists had to dissuade authorities from closing down the circus, as a
circus would be more amusing than a shopping centre.
Evaluation
At the end of the project, students wrote a composition beginning 'When I think of The
Fantastic Circus, I' in which they were asked to comment on their learning and
feelings about the experience. Students' compositions indicated their involvement
throughout the experience: they enjoyed the 'make-believe' element, which may have
been essential in the process. Individually, some learners seemed more at ease taking
risks in using English in different situations. As a group, there was also noticeable
improvement in interpersonal relationships as students became more cooperative towards
one another. What is more, as learners gradually engaged in the process, a positive
change in their attitude towards learning English was observed.
The proposal has been accepted and implemented by the school board, and plans for the
coming term include a talent show in the English language.
veracabrera@uol.com.br
rosegimenes@uol.com.br
References
Duarte, V. C and R. Gimenes. 2013. The Fantastic Circus.
www.youtube.com/watch?v=xpQWeaiwyd4&list=UUuCUaMtSUyOb3D61SEm0K4Q.
Heathfield, D. 2009. Spontaneous Speaking: Drama activities for confidence and fluency.
Peaslake, UK: Delta.
Maley, A and A. Duff. 1998. Drama Techniques in Language Learning (second edition).
Cambridge: Cambridge University Press.
At a glance
Kamishibai (kah-mee-she-bye), or 'paper theatre', originated in Japan in the 1920s as part
of a longer tradition of storytelling with pictures. We all know children love stories, but
in our age of iPods and PlayStations, it's sometimes difficult to catch and keep children's
attention. The 'paper theatre' is just different enough to hold their attention from the first
minute. In the presentation, I discovered everyone there was teaching in a very different
context. The wonder of kamishibai is that it can work for everybody.
A step further
As a follow-up, there are many activities that can enhance the understanding of the story
and recycling of new vocabulary. Circle time activities are the perfect complement to a
beautiful story and can help reinforce ideas, words and feelings presented during story
time. Table 4.8.1 shows some examples of how to take your storytelling even further.
Table 4.8.1: Suggested kamishibai activities
References
Say, A. 2005. Kamishibai Man. Boston: Houghton Mifflin.
Learn English with Ken and Karen. http://kenandkaren.wordpress.com/2010/12/16/using-
kamishibai-with-the-story-brown-bear-brown-bear-what-do-you-see/.
Outline of project
Plan Ceibal is a Uruguayan project, developed in association with MEC, the Uruguay
Ministry of Education and Culture; ANTEL, the national telecommunications company;
and ANEP, the Board of Public Education; it is located within LATU (Laboratorio
Tecnolgico del Uruguay). The project began in 2007 with the distribution of XO-1
laptops (ceibalitas). In 2009 Uruguay became the first country in the world to have given
one laptop to every primary school student; the millionth laptop was recently distributed.
The project provides wireless internet connections (generally fibre optic), and
videoconferencing equipment is being installed in all state schools. The four-year TCO
(total cost of ownership) is just US$100 p.a. per child; this includes laptops, Internet
costs, administration, fibre optic cabling, robotics, planned VC facilities, a portal and
LMS platform, digital resources for many subjects (not just English) and teacher
orientation sessions.
The British Council-managed Ceibal English project began with a small-scale pilot in
2012 in just 20 schools. By the end of 2013 the project was teaching 1,000 45-minute
remote lessons each week, and by March 2013 the numbers had doubled to 2,000 remote
lessons per week. By March 2015 the plan is to reach 120,000 learners by teaching 4,000
remote lessons per week. Each class has three 45-minute lessons per week. The first is
taught by a remote teacher using VC equipment, and the other two are practice lessons
supervised by the class teacher who has only a limited knowledge of English. There are
detailed scripted lesson plans for all three lessons and weekly coordination sessions in
Spanish between the remote and class teacher. Of the classroom teachers, 90 per cent are
initially at A0 level, but they are improving their own English by following the British
Council's online LearnEnglish Pathways course with support from mentors via Skype,
emails and Facebook groups.
Achievement testing
Achievement tests were administered in August and November 2013, and the results are
analysed by Plan Ceibal's evaluation team. Groups were controlled for social class, and
children who reported having lessons outside school were excluded from the analysis of
results. Some groups started lessons in March 2013, others in July 2013. Pupils tested
comprised 1253 from Grade 4, 1169 from Grade 5 and 1425 from Grade 6. Social class
and economic background were found to have little impact on the results. (See Figure
4.9.3.)
Figure 4.9.3: Average scores by social background and time of test
Reference
Jeremy Harmer's blog. 2013, 23 August. Something Big in UruguayHow Do You
React? http://jeremyharmer.wordpress.com/category/technology-in-education/.
Introduction
Ceibal en Ingls is an initiative that is being implemented in Uruguay to teach English to
state school children. In this project, English lessons are delivered by via
videoconferencing by a 'remote' qualified English teacher (RT) in conjunction with the
classroom teacher (CT) who is physically present in the classroom but who has little or
no knowledge of English. Each week children have three 45-minute lessons (lessons A, B
and C). Lesson A is taught through videoconferencing by the RT, while lessons B and C
are led in the classroom by the CT.
After the successful implementation of a pilot phase between June and November 2012,
the programme was expanded to 1,000 classes a week in 2013. Now, Ceibal en Ingls is
implemented in almost 2,000 groups of different state schools throughout the country. All
stakeholders involved know there is still a lot to learn and to improve. However, we
know that there are some crucial elements for the success of this project. Team-teaching
is one, and a good use of technology is another.
I have been coordinating a team of 'remote' English teachers (RTs) since the beginning of
the programme's expansion. Based on this experience, I will share some reflections
regarding key ingredients for the success of this team-teaching in a blended-learning
environment.
Conclusion
Ceibal en Ingls is a very dynamic project, and is both ambitious and challenging. For
this reason it requires open-minded people who are willing to be part of it, who believe in
it. Moreover, an empowering type of leadership is required that fosters initiative,
collaboration and knowledge creation. Knowledge creation is not an isolated task; it is
something that is co-constructed. Opportunities for sharing best practices, discussing
initiatives and learning from one another are encouraged and implemented. This is a truly
collaborative project in which all the stakeholders work together towards a common
goalhelping children to become competent users of English, children who otherwise
would not have the chance to learn English.
mercedesviola@4d.edu.uy
Reference
Sharma, P. 2007, 16 Feb. 'Try a blend that creates a new class of learning'. Guardian
Weekly. www.theguardian.com/education/2007/feb/16/tefl1.
4.11 E-portfolios: engaging young learners with assessment
Raquel Carlos Cultura Inglesa S.A., Rio de Janeiro, Brazil
This presentation described and discussed core aspects of the e-portfolio assessment
instrument I designed as part of the assessment system for nine-year-old beginners at my
language institute.
My motivation for investigating e-portfolio assessment was to try out an alternative
formative assessment instrument which would provide information on students' progress
and check how far they had mastered what they should have learned in their first term of
their basic general English course.
E-portfolios are a repository of students' work hosted within an online environment. For
my investigation, I chose to use a free website called Little Bird Tales
(www.littlebirdtales.com). One of the important aspects to consider when developing e-
portfolios is to identify students' and teachers' technological needs and access (Ali 2005).
Thus, it is relevant to mention that within my reality, every classroom is equipped with a
connected computer and an interactive whiteboard. Also, most students have access to
connected PCs at home. From my teaching experience, children in my context enjoy
technology-driven activities. Thus, Little Bird Tales seemed suitable for the target group
of learners and teachers. It also seemed practical and intuitive, while allowing for written,
oral and non-verbal student production to be stored.
My School Info
The objective of including this section in the e-portfolio was to engage both learners and
parents in the learning process (McKay 2006), thus, sharing with them the responsibility
for learning.
Also, the concept of assessing through an informal instrument such as an e-portfolio may
be 'surrounded with questioning related to reliability and availability of resources'
(McKay 2006: 161), thus, making content, structure and criteria clear to stakeholders was
an attempt at higher levels of reliability and accountability of the instrument.
Reference material also needed to be easily accessible for teachers, who were
experimenting with e-portfolio assessment for the first time.
My Work
This is the section where students store their work. Teachers encourage students to create
their own content, but they also had nine suggested tasks available. The topics of the
suggested tasks were personal and within the conceptual capacity, interest and experience
of the learners; they were planned so they would be likely to promote and assess
language use which involves interaction and authenticity (McKay 2006). Interaction
comes from the fact that an e-portfolio is naturally built for an audience. While students
work mostly individually to create content, they will have their teachers, classmates and
parents to validate and acknowledge their work. After all, 'portfolios make student work
visible to the community as evidence of teaching and learning' (Stefanakis, 2002: 87).
My Comments
This section which aims at making room for self-reflection and self-assessment, based on
performance objectives previously established. If we want our students to take
responsibility for their own learning, we have to make this clear from the beginning.
Since students are very young, and it was the first time they had experimented with self-
assessment, the activities were meant to foster students' sense of achievement in the
current level in a very simple way.
2 Visual learners need to see things; auditory learners need to hear things.
For many years teachers have been told that learners have different learning styles or
intelligences, and therefore need to be taught in different ways according to their
preferred styles. In mainstream education, some schools even go as far as to print special
cards for learners with a profile of the child's learning styles (Beadle 2011).
While it obviously makes sense that learners are different and learn in different ways, the
theory that, for example, a 'visual' learner learns best by 'seeing' things isn't actually
based on any evidence. Willingham (2005) states 'we can say that the possible effects of
matching instructional modality to a student's modality strength have been extensively
studied and have yielded no positive evidence. If there was an effect of any consequence,
it is extremely likely that we would know it by now.'
Conclusion
We're surrounded by 'noise' in modern society. From the moment we wake up, we are
bombarded with things competing for our attention, whether at work, in the street or
online. It's up to us to filter this 'noise' in order to be able to see what's truly there,
whether it's the language we teach, our learners' needs, or the new 'fad' in ELT. The most
important thing is to be aware.
damian@tmenglish.org
References
Beadle, P. 2011. Bad Education. Carmarthen: Crown House Publishing.
Ellis, R. 2002. 'Grammar teachingpractice or consciousness-raising?' in J. C. Richards
and W. A. Renandya (eds.) Methodology in Language Teaching. Cambridge: Cambridge
University Press.
Willingham, D. 2005. 'Do visual, auditory, and kinesthetic learners need visual, auditory,
and kinesthetic instruction?'. AFT, Ask the Cognitive Scientist.
www.aft.org/newspubs/periodicals/ae/summer2005/willingham.cfm.
Introduction
In most TESOL courses, a heavy emphasis is placed on lesson planning and creating a
detailed, prescriptive document that is followed closely to ensure successful teaching and
learning. The aim of this workshop was to suggest that detailed, prescriptive lesson
planning is in fact detrimental to both the language learning process and teacher
development, and to propose an alternative approachpreflectionto develop more
effective language teachers.
Conclusion
Discussion stages revealed that experienced teachers feel they already engage in
preflection, but there were some who felt that inexperienced teachers would be unable to
do this. My response was that if new teachers were shown how to plan in this way from
the start, rather than relying on a procedure that is at odds with language acquisition
theory, they may be able to become effective teachers more quickly. Teacher training
courses need to stop requiring detailed lesson plans with pre-selected aims, and
encourage other strategies to make trainee teachers more reactive to their learners' needs.
stevebrown70@yahoo.co.uk
References
Larsen-Freeman, D. 1997. 'Chaos/complexity science and second language acquisition'.
Applied Linguistics 18/2: 141-65.
Nunan, D. 2001, 'Teaching grammar in context' in C. Candlin and N. Mercer (eds.).
English Language Teaching in Its Social Context: A Reader. London: Routledge.
Thornbury, S. 2014, Who Ordered the McNuggets? www.eltjam.com/who-ordered-the-
mcnuggets/.
References
Drnyei, Z. 2013. 'Motivation and the vision of knowing a second language'. Paper
presented at the IATEFL.hu conference, Budapest, Hungary, 4-6 October 2013.
Ferrari, L. 2013. 'The motivation of adult foreign language learners on an Italian
beginners' course: An exploratory, longitudinal study'.
http://etheses.whiterose.ac.uk/4073/1/L_Ferrari_PhD_2013.pdf.
Foer, J. 2011. 'Conquering the OK plateau'. http://joshuafoer.com/conquering-the-ok-
plateau.
Conclusion
Creativity is contagious. Pass it on.
yelamoo@yahoo.co.uk
References
Almond, M. 2013. 'Is language teaching a performance art?' The Teacher Trainer 21/1: 2.
Debes, J. 1968. 'Some foundations of visual literacy'. Audio Visual Instruction 13: 961-4.
Gardner, H. 2006. Five Minds for the Future. Cambridge, Mass.: Harvard Business
School Publishing.
Hall, G., 2005. Literature in Language Education. Basingstoke: Palgrave Macmillan.
Nachmanovitch, S. 1990. Free Play: Improvisation in Life and Art. New York:
Tarcher/Putnam. Sternberg, R. (ed.). 1999. The Handbook of Creativity. Cambridge:
Cambridge University Press.
Reference
Koestler, A. 1964. The Act of Creation. London: Hutchinson.
Promoting creativity
Although my teaching background is mostly with teenagers, the ideas in this article can
be used with all age groups. In my teaching practice, I have experimented with different
ways of bringing my students' creativity to life. I have found different ways of
stimulating creativity and these are some practical ideas that have worked for me.
Allow for open ended tasks so that students have room for choice.
Choice is a natural partner of creativity. If you limit your students' work by providing
stiff guidelines, it will be harder for creativity to arise. Open-ended tasks in general and
providing choices within tasks can deeply influence creativity from the very beginning.
Conclusion
Promoting creativity in the classroom calls for an open-minded teacher. Think of
different ways of doing the things you usually do. Be open to suggestions from your own
students and guide them as to how they can achieve what they want to do. You will
discover your students are a rich source of creative power that they can unleash under
your mindful guidance.
vicky.s@umell.com.ar
References
Burton, T. 1997. The Melancholy Death of Oyster Boy & Other Stories. New York:
Harper Entertainment.
Foster, J. (comp.). 1998. Word Whirls and Other Shape Poems. Oxford: Oxford
University Press.
Zephaniah, B. 2000. Wicked World! London: Puffin.
1 Preparation
This refers to finding your external partner and finding out his or her needs. The teachers
need to discuss practical matters such as learning outcomes, time available and
technology to use for communication purposes. In our case, the ages were different as we
worked with native speaking third-grade and non-native sixth-grade English learners. For
the US class, critical thinking skills, fluent communication and intercultural awareness
were key, while in Denmark it was language acquisition and use as well as intercultural
communication. The project brought together two links of the author's personal learning
network (PLN), thereby ensuring a high degree of trust from the outset.
3 Learners
Before doing any serious language or analytical work, the learners involved introduced
each other. Lindsay and Davis (2012) call this the 'digital handshake' in the Flat Class
project and it is critical to the success of a project. Prompt and friendly communication at
this stage to show presence and commitment paves the way for productive work later.
4 Project
Project activities can be on any topic. The critical issue is to use digital tools to support
an exchange of language-based products such as blog posts, webpages, videos, surveys,
and so on. In our case, we produced several videos such as a tour around the school.
Equally important is the audience for the final product and a celebration at the end.
Salmons' Taxonomy of Online Collaboration (2014) shows how tasks can gradually bring
learners together from simple dialoguing tasks at the start to working as a team producing
joint products across distances by the end.
5 Challenges
Many factors could have led to challenges but these were avoided by the trust established
between all parties. Therefore, the age difference of three years was not a problem and
neither was the difference in language capability. For example, the American students got
into the habit of adding captions to their videos to help the Danish learners'
understanding. The biggest challenge was the six-hour time difference, which meant that
a synchronous meeting did not occur until the last week of the project when everyone
was so engaged that they made special efforts to ensure a meeting happened.
Outcomes
An indication of the build-up of trust was the organisation of a synchronous meeting at
the end of the nine-month project. In the Danish class the curiosity and engagement of the
sixth graders resulted in measurable advances in vocabulary acquisition beyond the
official expectations for their year. Just as important, but less measurable, was an
increased confidence in using English. On the American side, language use also
advanced, not as foreign language learners but in the areas of adapting language to
audience. This meant avoiding idioms and speaking slowly and clearly in videos. Both
sides also gained a great deal in intercultural understanding as they learned about each
other's celebrations.
annef@annefox.eu
References
Lindsay, J. and V.A. Davis. 2012. Flattening Classrooms, Engaging Minds: Move to
Global Collaboration One Step at a Time. White Plains, NY: Pearson.
MacIntyre, P., Z. Drnyei, R. Clments and K. Noels. 1998. 'Conceptualising willingness
to communicate in a L2: a situational model of L2 confidence and affiliation'. Modern
Language Journal 82/4: 545-62.
Salmons, J. 2014. Overview of the Taxonomy of Online Collaboration. Vision2Lead.
http://vision2lead.com/e-collaboration/.
Defining memes
The term 'meme' (pronounced /mi:m/) was originally coined by Richard Dawkins as an
attempt to explain how cultural information spreads (Dawkins 1976). The term is now
also widely applied to its subcategory, the Internet meme, which can take the form of an
image, a video, a website, a hashtag, a word or catchphrase, and even the intentional
misuse of grammar and spelling.
Internet memes are often based on pop culture and include humour. Most of them are
easily created with online tools called 'meme generators' and then spread virally over
websites such as 9gag.com and Facebook. Due to their viral character and popularity
among young people, many learners who are in daily contact with the Internet are able to
recognise or even actively use some of the best known Internet memes, which are usually
images with English captions.
Conclusion
Memes are so closely connected to fun and free time that they provide an exciting tool to
use with sometimes unmotivated teenagers. Memes make classes more engaging and
relevant while still promoting valuable English language skills.
nina.jeroncic@iatefl.si
References
Dawkins, R. 1976. The Selfish Gene. Oxford: Oxford University Press. Internet Meme
Database. http://knowyourmeme.com.
Soboan, L. 2013. 'Like a sir teaching with memes'. Life of a perpetually disorganised
teacher. http://perpetually-disorganised.blogspot.com/2013/05/like-sir-teaching-with-
memes.html.
5.9 Teaching with mobile devices: choices and challenges
Nicky Hockly The Consultants-E, Barcelona, Spain
Although the term 'mobile learning' has become equated with mobile phones and apps, it
is much more than that. Mobile learning refers to the use of a range of handheld devices
in education, across a range of contexts, and both inside and outside the classroom. The
ELT world is becoming aware of the potential of learning via mobile technologies, and
teachers need guidance in implementing and using mobile devices effectively in the
language classroom. This workshop aimed to provide some guidance, and to consider
both the choices and challenges involved in using mobile devices with students.
In the workshop, we first clarified the term 'mobile learning' by referring to Pegrum's
(2014) helpful classification:
when devices are mobile;
when learners are mobile; and
when the learning experience is mobile
When we conceive of mobile learning as only devices being mobile, we tend to limit our
focus to apps. Although the use of (for example) vocabulary apps can lead to vocabulary
acquisition, there is more to learningand teachingwith mobile devices.
Pegrum's second category, when the learners are mobile, describes scenarios where
learners may be moving around the classroom or the school premises while learning.
They may be using apps, but we can also integrate other affordances of mobile devices.
For example, a simple photo taking activity can provide an engaging way to help students
brainstorm vocabulary around a coursebook topicsee this blog post for an example:
http://goo.gl/gt1XPw). Or students can use mobile devices to read QR codes and to carry
out a 'treasure hunt' activity around a school, that has a clear language review and
practice aimsee an example here: http://goo.gl/gx1dLF.
Pegrum's third category, when the learning experience is mobile, refers to learners using
devices across a range of real-world contexts to access information needed at that
moment, or to create multimedia records of their learning wherever they may be at that
moment. It is this third category of mobile learning which is arguably the most disruptive,
and which relies on the specific affordances of networked smart devices. Tasks relying on
geolocation are clear examples of situational mobile learning. For example, students can
listen to and/or create geotagged audio recordings using a free cross-platform app like
Woices (http://woices.com), or they can access and create augmented reality (AR)
content while on field trips.
Considerations
When teachers design tasks for mobile devices, there are a number of considerations to
keep in mind. These include ensuring that mobile device-based tasks are staged from
simple to more complex; following Pegrum's three categories (as exemplified by the
short examples above) can help teachers with this. In addition, teachers are usually
working to a syllabus, so tasks need to relate to that, either in terms of topic or content
area, and/or language focus. An important consideration is to remember that the focus of
a task needs to be on language practice and language production, and the technology
needs to be secondary to that. Mobile devices need to support language aims, not replace
them. Finally, it's worth remembering that mobile devices can bridge work in and out of
class, by encouraging situated learning. See this research paper on six key parameters for
effective mobile task design: http://goo.gl/lGQDaP. See also Hockly and Dudeney (2014)
for how to set up and carry out an implementation plan for the principled use of mobile
devices within an institution.
Challenges
During the workshop, participants were invited to send in questions they had about any
challenges related to using mobile devices with students, via Poll Everywhere. Although
we didn't have time to address these questions during the workshop, they have been
addressed in a follow up blog post, available here: http://goo.gl/g6qIUa.
nicky.hockly@theconsultants-e.com
References
Hockly, N. and G. Dudeney. 2014. Going Mobile: Teaching with Handheld Devices.
Peaslake, UK: Delta Publishing.
Pegrum, M. 2014. Mobile Learning: Languages, Literacies and Cultures. Basingstoke
and London, UK: Palgrave Macmillan.
6 Focus on listening and speaking skills
The papers presented in this chapter provide different perspectives on listening and
speaking skills. Starting with listening, Rhoda McGraw gives practical suggestions for
teaching 'ready' listening, while Rania Khalil shows the effectiveness of an integrated
skills approach. Evelyn J. Naoumi then presents a course of study designed to address
academic listening and speaking skills for Japanese students. The next two papers report
research into speaking skills. First, Aida Rodomanchenko distinguishes between 'micro'
and 'macro' speaking skills and presents some activities designed to develop both. Then,
Seiko Harumi presents the findings of a study into classroom silence across cultures.
Moving on to pragmatics, Peter Grundy shows how the phonetic realisation of a phrase
affects its pragmatic meaning; this is seen in the realisation of 'and' and several other
examples. The last three papers in this chapter deal specifically with pronunciation.
Sophie Farag describes the introduction of blended learning into a pronunciation class;
Susanne M. E. Sullivan outlines the use of 'gleeps' (incomprehensible fragments of
speech); and Marina N. Cantarutti reports on the use of e-portfolios for pronunciation
assessment.
References
Douglass, F. 1995. Narrative of the Life of Frederick Douglass. (Anti-Slavery Office,
Boston, 1845.) London: Dover Publications.
Palmer, S. 2007. Toxic Childhood. London: Orion.
6.2 An integrated skills approach to teaching active listening
Rania Khalil The British University in Egypt, Cairo, Egypt
Introduction
Listening and speaking are essential skills of real life. We do not, however, in real life,
use our language skills in the same way that they appear in textbooks. Listening today is
classified as an interpretive process. The role of the listener as an active participant in the
listening process was emphasised in this presentation; I also shared active listening
strategies which learners can employ to 'facilitate, monitor, and evaluate their own
listening abilities' (Richards 2008: 1). Recommendations underscored the impact active
listening may have on students' overall language output, academic success and enhanced
performance on listening assessments.
Active listening
Reasons given by students as to why they perform poorly on listening assessments vary
but mostly include statements like 'audio was too fast' or 'the accent was strong.' In
reality, what these students lack are active listening skills. Porter and Grant (1992: 33)
define active listening as the ability 'to focus on what a speaker says, and how a speaker
says it: it means attending to paralinguistic cues; it means concentrating and
acknowledging different points of view'. The best way for learners to develop an
unconscious mastery of active listening skills is through explicit teaching of listening
strategies in an integrated skills approach and planning for that teaching beforehand; this
is especially effective in countries where English language is not the dominant language.
Listening portfolio
Students can be videotaped during several 'authentic' activities such as interviewing or
group discussion. The students can also write a self-assessment essay about the
effectiveness of the strategies. Each student should have a number of recordings,
transcriptions and essays. This is effective in evaluating the development of the learners'
active listening skills.
Conclusion
The success of active listening for learners is determined by practicing specific
behaviours. Porter and Grant (1992) suggest that students can acquire active listening
skills by practicing simple strategies such as processing words, paraphrasing internally/
externally, displaying receptive listening non-verbal behaviour, asking for repetition or
clarification, interrupting politely and being motivated to listen. Further learner success is
determined by the student's language ability, content, and the presence or absence of
distractions. Audience in the final discussion, agreed on the usefulness of this teaching
approach.
rania.khalil@bue.edu.eg
References
Buck, G. 2001. Assessing Listening. Cambridge: Cambridge University Press.
Porter, P. A. and M. Grant. 1992. Communicating Effectively in English: Oral
Communication for Non-Native Speakers. Boston: Heinle & Heinle.
Richards, J. C. 2008. Teaching Listening and Speaking from Theory to Practice.
Cambridge: Cambridge University Press.
Introduction
An increase in the number of courses taught in English at the postgraduate level in
Japanese universities and student attendance at international conferences has created a
need for English academic support courses that specifically address student
comprehension and participation. Research into Language for General and Specific
Academic Purposes (LG/SAP) has identified lecture comprehension and recall,
notetaking, research presentation and discussion skills as common areas of weakness
(Flowerdew and Peacock 2001).
Research into content-based instruction (CBI) supports the creation of theme-based
lecture courses, created and taught by language specialists, as a carrier for skill
development and a 6T framework (theme, texts, topics, transitions, threads and tasks) was
proposed for course design and evaluation (Stoller and Grabe 1997). Van Lier (1996)
advocates a bottom-up approach to curriculum design driven by the actual situation in the
classroom in which 'Whereas the curriculum should be "thick", the most useful syllabus
should be "thin"' (van Lier 1996: 213). The following course was developed from the
above guidelines.
Evaluation
One issue in theme-based courses as carriers for skill development is the temptation to
evaluate content acquisition rather than skill development. One solution is to have
students evaluate their own performance in response to questions designed to elicit their
perceptions of their performance. Rubrics on lecture comprehension, discussion and
presentation skills as a pre-course and post-course measurement give a better framework
of reference. These self-evaluations are then combined with peer and teacher evaluations
to give a more objective perspective to the often subjective teacher evaluations in such
courses. These evaluations are also vital for course development particularly given the
constraints of the one-semester 15-week class schedule that many universities impose.
References
Flowerdew, J. and M. Peacock. 2001. Research Perspectives on English for Academic
Purposes. Cambridge: Cambridge University Press.
Stoller, F. L. and W. Grabe. 1997. 'A six Ts approach to content-based education' in M.
A. Snow and D. Brinton (eds.). The Content-based Classroom: Perspectives on
Integrating Language and Content. New York: Longman.
Van Lier, L. 1996. Interaction in the Language Curriculum: Awareness, Autonomy and
Authenticity. New York: Longman.
6.4 Micro and macro skills in speaking: creating situations for their
development
Aida Rodomanchenko Lomonosov Moscow State University, Russia
Trinity College London Language Examinations Scholarship winner
The aim of this talk was (a) to give theoretical information on what 'micro' and 'macro'
skills in speaking are; and (b) to explore some in-class activities which can be used nearly
at any language proficiency level and in any context to hone specific speaking micro and
macro skills.
Background
The terms 'micro' and 'macro' skills (Brown and Abeywickrama 2010) correlate with the
'can-do' statements used in the CEFR to describe what learners can do at various levels in
different skill areas. The micro and macro skills under consideration here were
determined during my PhD research; 5 global, approximately 22 macro, and many more
micro skills were specified for B2-C1 levels.
In my presentation I focused on two micro skills: 'an ability to handle interjections' and
'an ability to respond spontaneously and almost effortlessly' as they are the most widely
used in real life and the least trained in a classroom. These were related to the macro skill
'an ability to handle heckling or audience questions' which is rarely developed and honed
consistently in the classroom despite being vital in academic and professional
environments.
Activity instructions
In every activity one person ('A') had to give a particular piece of information to a
colleague ('B'), whose task was to ask as many unrelated questions as possible to try to
side-track the speaker. The questions could not be random, but had to be logically
connected. To do this, B had to use linking words and discourse markers. A had to react
naturally without losing his/her train of thought. S/he couldn't ignore B's questions.
Moreover, A still had to fulfil the main task, which was to inform B. The general tone of
the activities had to be neutral and polite. By the last task, participants were also advised
against using 'yes' or 'no' while answering their colleagues' questions and were
encouraged to use discourse markers and comment closes instead. Every activity lasted
approximately four minutes: three minutes for discussion and one minute for feedback
from an evaluator ('C').
Activity 2
Choose a quotation and explain its meaning. How far do you agree with the quotation?
Examples:
A positive effort may not solve all your problems, but it may annoy enough people
to make it worth the effort (Herm Albright, 1876-1944).
Good teaching is one-fourth preparation and three-fourths theatre (Gail Godwin,
1937-).
Activity 3
Come up with a story using the following words. (See Figure 6.4.2.)
Comment
Participants admitted that despite being fluent in English it was quite difficult for them to
deal with unexpected questions while speaking without getting side-tracked. They also
agreed that the honing of micro and macro skills under consideration is very important
and the activities shown might be easily adapted to suit different levels, needs and
contexts.
a.rodomanchenko@gmail.com
Reference
Brown, J. D. and B. Abeywickrama. 2010. Language Assessment: Principles and
Classroom Practices (second edition). Harlow: Pearson.
6.5 Raising cultural awareness of classroom talk and silence
Seiko Harumi Cardiff University, UK
Introduction
This talk reported the findings of an action research project conducted in Japanese EFL
contexts which investigated the use of classroom talk and silence. While learner reticence
in Asian EFL contexts is widely discussed (Harumi 2011), practical and effective
pedagogical approaches to facilitate learners' active participation and to raise cultural
awareness of interactional skills are under-investigated. The project examined how
Japanese EFL learners can raise cultural awareness of talk and silence in the L2 by
participating in a 12-week speaking class. The study specifically examined the
improvement of speaking skills in oral presentations; it also investigated how students
had developed cultural insight and self-awareness in L2 interactional competence.
Methodology
The participants comprised 75 Japanese EFL learners enrolled on a tertiary oral
communication class; data was collected at four different stages over a 12-week period to
examine their progress longitudinally. The initial assessment comprised a questionnaire
survey asking how respondents perceived their own L2 talk; students were specifically
asked which features of speaking they were good at and which they would like to
improve. In the subsequent stages, they were given a weekly task to prepare a three-
minute talk on a broad common topic and then self-record and self-analyse their speech,
taking into account interactional features learnt in class. They then shared their prepared
talk within a group. The audio-recorded data along with their self-analysis sheet was
collected three times over a term, and the teacher then gave feedback.
The project aimed to create opportunities for learners to be more critically aware of L2
interactional features and also responsible for their own study through classroom practice,
self-analysis and self-reflection. The learner-centred approach adopted in this speaking
class reflects Goh and Burns' claim that 'the students were not encouraged to self-regulate
their learning by planning, monitoring, and evaluating their own performances' (Goh and
Burns 2012: 3), and the study aimed to provide such opportunities.
Findings
The initial enquiry into respondents' own speaking ability in their L2 found they were
more aware of their weaknesses than their strength in speaking, particularly in the
production of particular sounds which are dissimilar to their native Japanese language.
While they were confident with similar sounds in Japanese, overall they appeared to lack
confidence in many interactional features in speaking. This includes the use of linking
words, pitch, intonation and their L1 influenced use of vowel stretches at the word-
endings, as well as the use of pauses.
The second and the third enquiries, which analysed their self-assessment sheets and
audio-files, showed that their focus and awareness of their spoken language shifted from
the level of sound to more prosodic features. While learners felt that they are able to
clarify and produce particular sounds better with improved overall speech rate, they still
found it hard to improve specific interactional features such as the effective use of pauses
and eye contact. Nevertheless, their overall awareness of their own L2 talk was further
raised and their analytical skills improved. Continuous involvement in analysis and
reflection supported their improved speech.
Pedagogical implications
This project was valuable as action research since it provided good opportunities for
learners and the teacher to see the extent to which learners were aware of their own
classroom talk and the use of silence, as well as what kind of elements of spoken
discourse can be practiced in and outside the classroom. Above all, learners' overall
awareness of L2 spoken discourse and improved speaking skills were partially achieved.
Though it was difficult for the learners to attain prosodic features over short periods of
time, their awareness of the importance of these features in speaking was raised.
At the end of the talk we shared ideas to improve these prosodic features in speaking
according to activity type, and elements to be incorporated into these. The prepared talk
used in this study within small group in regular and ideally daily sessions appeared very
effective as the first stage. The learner centred-reflective approach could also work for
Japanese learners who are often considered withdrawn, if the necessary steps are taken.
Also, it led me to reflect that creativity and the elements of thinking while doing the
activity may be effective, as learners can be responsible for expressing themselves. The
further longer-term classroom practice and research into acquiring prosodic features in
spoken discourse and the appropriate methodologies which support to raise awareness are
to be investigated.
harumis@cardiff.ac.uk
References
Goh, C. and A. Burns. 2012. Teaching Speaking. Cambridge: Cambridge University
Press. Harumi, S. 2011. 'Classroom silence: voices from Japanese EFL learners'. ELT
Journal 65/3: 260-9.
References
Grice, H. P. 1967. 'Logic and conversation: the William James lectures, Harvard
University' in H. P. Grice (ed.). 1989. Studies in the Way of Words. Cambridge, Mass.:
Harvard University Press.
Levinson, S. C. 2000. Presumptive Meanings: The Theory of Generalized Conversational
Implicature. Cambridge, Mass.: MIT Press.
Background
Students admitted to the Intensive English Program of the American University in Cairo
vary in fluency and pronunciation accuracy, and the programme does not offer any
formal pronunciation instruction. Pronunciation classes are offered at the end of the day,
after the EAP classes. Students sign up on a voluntary basis to attend one 40-minute class
per week, totalling 10-12 sessions per semester. This provides limited contact hours, so
blended learning was introduced to help students improve their pronunciation and
fluency.
6.8 New pronunciation exercises that really help students handle fluent
speech
Susanne M. E. Sullivan Papanui High School, Christchurch, New Zealand
Second language students whose speech makes more use of automatic brain processes
show greater proficiency in the language overall. Ullman's research (2005) showed adult
second language learners (AL2) rely heavily on the slower, fact-filled memory network
of declarative resources rather than the fast, automatic network of procedural memory
(Paradis 2009). I wanted to overcome the obstacles to this and develop exercises that
gave students greater access to fast phonological resources so they could hear the more
difficult bits of native speakers' speech. Neuroscientists believe special repetitive
strategies may reactivate the automatic procedural memory.
Taking for material exactly those parts of fluent speech that eluded students, I created
exercises that would challenge their hearing and require intense repetition for a short
time. These short half-second fragments I called 'gleeps'. The exercise as a whole I called
'speech stream exercises'. Three conditions have to be present for the exercises: intense
repetition of gleeps, lack of comprehension and active muscle work. Gleeps are chosen
for incomprehensibility. They can contain lots of function wordsthe joining,
grammatical words that are often reduced and linked and squashed. In natural
conversation with other native speakers (the 'jungle' as Richard Cauldwell so aptly calls
it) the prepositions, auxiliary verbs, articles and other words carrying less semantic
information are often subjected to forces of speaking that mean their sound is far from the
citation forms students know. Most gleeps are simple words changed by the words
around them'howazi?' ('How was it?') and 'wombe great!' ('Wouldn't it be great!') are
examples of good, natural English. These utterances are instantly recognised by children.
And can baffle my adults. More examples from television presenters: 'taykalukitcha diet'
('Take a look at your diet.'); 'bacha NO gedding in' ('But you're not getting in.'); 'tuh keep
the nastee bugzabay' ('To keep the nasty bugs at bay.').
While concentrating and repeating a gleep that they do not, in the first stage of the
exercise, understand at all, learners try to articulate it with great accuracy. As students
repeat the gleep 10 or 15 times or more, the teacher corrects and encourages individuals.
In stage 2, students and teacher gradually piece the phrase together. (See Table 6.8.1.)
In speech stream exercises, not activating the written language means incomprehensible
sounds are treated as novel, the automatic processor opens, the scanning of acoustic
material begins and the data provides uptake for statistical 'learning' that will establish the
new matrix, the phonological system for L2 (Pierrehumbert 2003).
Thinking of words or reading depends on the process of mapping speech sounds to
written text. The written word always activates a sound systemthe grapheme-phoneme
connection. Not activating the grapheme-phoneme connection is achieved by
not presenting text;
not suggesting words;
not acknowledging students' guesses during stage 1;
redirecting learners' attention to sound ('Don't think. Listen to the sound.');
encouraging all articulation efforts while guiding individuals to very accurate
reproduction; and
using as materials gleeps from unrehearsed natural conversation of reasonably good
speakers (homework: none; revision: none).
The material for gleeps can come from any natural unscripted exchange. I use television
presenters' conversation around breakfast shows. Revisiting these materials at home will
not reactivate processing as words are now understood. Also the accuracy in articulation
and benefits can be lost if the learner reverts to L1 habits at home. What is achieved in
the classroom by not understanding (initially) and intensely repeating is uptake to
automatic processors. This ceases immediately after written words are presented or the
words are spoken slowly by the teacher, thus activating again the written-sound
association which reverts, with adults, to L1.
Student appraisal
Results of the feedback survey at the end of the academic year are shown in Table 6.9.1.
Introspective conclusions
Self-regulatory learning through these e-portfolio tools appears to be a suitable way of
approaching pronunciation instruction, as:
it personalises the teaching and learning processes;
it allows students to become responsible for and aware of their own progress; and
it enables students to self-regulate their articulatory habits towards their best
'English voice'.
However, student appraisal invites us to reconsider the following:
effectiveness of face-to-face classroom time;
esteem-boosting features of feedback; and
encouragement of upload of improved versions as part of the e-portfolio.
References
Celce-Murcia, M., M. Brinton and J. Goodwin. 2006. Teaching Pronunciation. A
Reference for Teachers of English to Speakers of Other Languages. New York:
Cambridge University Press.
Pintrich, P. 2004. 'A conceptual framework for assessing motivation and self-regulated
learning in college students.' Educational Psychology Review 16/4: 385-407.
Wolters, C. 2010 'Self-regulated learning and the 21st century competencies.' Department
of Educational Psychology, University of Houston.
www.hewlett.org/uploads/Self_Regulated_Learning_21st_Century_Competencies.pdf.
7 Focus on reading, writing and vocabulary
We now move on to topics related to reading, writing and learning vocabulary. The
opening paper in this chapter is by Edward de Chazal, who reports on the challenges
faced by EAP students when analysing academic text. Reading is the focus of Christine
Irvine-Niakaris and Richard Kiely's paper, in which they consider the traditional pre-
reading, while-reading and post-reading stages of a reading lesson and make
recommendations on how to enrich the structure. Moving on to writing, Richard Badger
discusses four approaches to writing: product, process, genre and literacy; Hilary Nesi,
Sheena Gardner and Adam Kightley then outline the genres of writing revealed by an
analysis of the BAWE corpus and introduce materials designed to accompany these.
Plagiarism remains an ongoing concern for writing teachers, and Natalya Eydelman
shows how she addresses the problem in her writing classes. Next, Shih-Chieh Chien
outlines the challenges faced by Chinese-speaking researchers trying to publish in
English. The final two papers deal with lexis. Simon Smith demonstrates one method to
help students to develop subject-specific vocabulary and Emina Tuzovic investigates
spelling difficulties among Arabic-speaking learners.
Context
English for Academic Purposes (EAP) teachers and students have many roles, for
example critical thinker, and need many competences, such as the ability to analyse and
construct texts. In this workshop we explored aspects of the two key roles of critical
thinker and reader, using material drawn from chapters in the new teacher's handbook
English for Academic Purposes (de Chazal 2014).
Critical thinking
To emphasise the international and ancient nature of critical thinking, we looked briefly
at early critical thinkers including Confucius, who encouraged his students to take the
initiative and draw inferences, and Aristotle, who said of his teacher, 'Plato is dear to me
but dearer still is the truth'. As critical thinkers, EAP students need to challenge the
sources of knowledge and how information is presented. We can question the information
in texts, andin the spirit of critical EAP and critical discourse analysisthe wider
context of the texts themselves. Such questions could include: 'What are the assumptions
in the text?' and 'Why is this text included in my coursebook?' I described these roles as:
'Critical thinker as reflector and challenger'.
Reading and summarising a sample text
We illustrated some of these roles and competences by processing an academic text from
a textbook on ecology (Beeby and Brennan 2008: 345) which included a graph. The title
and first paragraph are given below.
The big questions: stability and sustainability
The question of how many species are needed for an ecosystem to function is
critical, both to ecological theory and to political practice. Perhaps we could afford
to be unconcerned about species going extinct if their ecosystems continued to work
in their absence. If ecosystem services were unaffected by their loss we might be
able to live without some species and the economic argument for protecting large
and talismanic species would be weaker.
Participants read the full 150-word extract and summarised the text in one sentence.
Writing a summary demonstrates a student's understanding of the text and their ability to
select, synthesise and process the information using their own language (vocabulary and
grammar). My suggested summary was more informal in style than the source text: 'Do
we really need all the species?' Summaries like these can form the basis of a discussion of
the text; they also work well as citations within the student's new written or spoken text.
To reflect the reading process, I proposed the following role: 'Academic reader as
processor and evaluator'.
Conclusion
In summing up, I emphasised that many of these EAP roles and competences are
alignedthey apply both to EAP teachers and students.
edward@emdechazalconsulting.co.uk
References
Beeby, A. and A. Brennan. 2008. First Ecology: Ecological Principles and
Environmental Issues (third edition). Oxford: Oxford University Press.
de Chazal, E. 2014. English for Academic Purposes. Oxford: Oxford University Press.
Oxford Advanced Learner's Dictionary of Current English (eighth edition). 2010.
Oxford: Oxford University Press.
7.2 Revisiting the pre-, while-, and post-reading framework for teaching
L2 reading
Christine Irvine-Niakaris Hellenic American University, Athens, Greece and Richard
Kiely University of Southampton, UK
Introduction
Research on how successful readers are able to comprehend texts is reflected in the
traditional three stages of a reading lesson: pre-reading, while-reading and post-reading
(PWP) recommended in teacher training books, incorporated in textbooks and applied in
real classrooms. The presentation aimed to re-examine the validity of the PWP
instructional framework and make recommendations on how teachers can enrich its basic
structure.
The PWP framework as an instructional model has its origins in the Paris et al. (1991)
model for L1 reading. It is based on readers' ability to select appropriate strategies that fit
the particular text, purpose and occasion. (See Table 7.2.1.)
Table 7.2.1: Examples of reading strategies
Grabe's (2009) component abilities view of L1and L2 reading illustrates key challenges
in the development of reading strategies in the L2 reading classroom that the PWP
framework needs to attend to. Some challenges are as follows:
letter sound correspondences (different alphabet);
automatic lexical access develops later in L2;
different size of vocabulary in L2;
morphology and syntax not easily processed in L2;
limited discourse awareness in L2;
varying background knowledge, and social and cultural purposes for reading; and
strategic resources not easily transferred from L1 to L2.
The PWP instructional model is recommended in teachers' methodology handbooks,
teacher training courses, and in course books. Research suggests that while experienced
teachers use the model in a variety of ways (Irvine-Niakaris and Kiely 2014), a particular
finding of that study indicates a smaller number of activities (and less classroom time) at
the post-reading stage, compared to earlier stages. The focus of the next section is an
illustration of the ways teachers can harness the PWP framework to enrich their own
practice in reading lessons.
While-reading
Monitoring knowledge of vocabulary leading students to guess words from context,
recognise cognates, and to make use of the glossary.
Leading students to connect different parts of the text to infer meaning.
Practicing metacognitive strategies for example, summarising paragraphs.
Raising awareness of text structure through focusing on topic sentences and
reference words.
Post-reading
Discussion in small groups to reflect critically on the topic of texting in relation to
their own social context.
Conclusion
The use of the PWP framework may facilitate the development of students' strategies
with or without the use of the IWB. However, we emphasised that teachers using the
framework need to consider that the activities they develop are fit for purpose, varied,
and practiced frequentlyenabling students in the long term to understand texts
thoroughly, read more efficiently, use a wider range of vocabulary, recognise the
structure of a specific genre, and use L2 to engage in critical discussions of the reading
topic in relation to their own social contexts.
cniakaris@hauniv.edu
r.n.kiely@soton.ac.uk
References
Grabe, W. 2009. Reading in a Second Language. Moving from Theory to Practice.
Cambridge: Cambridge University Press.
Irvine-Niakaris, C. and R. Kiely. 2014. 'Reading comprehension in test preparation
classes: an analysis of teachers' pedagogical content knowledge in TESOL'. TESOL
Quarterly. Advance online publication. doi: 10.1002/tesq.189.
Paris, S. G., B. Wasik and J. C. Turner. 1991. 'The development of strategic readers' in R.
Barr, M. L. Kamil, P. B. Mosenthal and P. D. Pearson (eds.). Handbook of Reading
Research, Volume II. New York and London: Longman.
References
Badger, R. G. and G. White. 2000. 'A process genre approach to teaching writing'. ELT
Journal 54/2: 153-60.
Hyland, K. 2009. Teaching and Researching Writing (second edition). Harlow, UK:
Longman.
Background
The BAWE corpus was originally developed as part of the project 'An investigation of
genres of assessed writing in British higher education'. This project was funded by the
Economic and Social Research Council (ESRC) (Award RES-000-23-0800), and aimed
to develop descriptors for all the genres of British university student assignment,
identifying assignment types according to their social purposes. The BAWE corpus
contains about 6.5 million running words, and is made up of assignments written by
students at four levels of university study in over 30 academic disciplines. The
assignments were all written for assessment and were given good grades by the students'
subject lecturers. They are spread fairly equally across the undergraduate and taught
master's levels, and across disciplines in the arts and humanities, life sciences, physical
sciences and social sciences.
Thirteen 'genre families' have been identified for the assignments in the corpus: case
studies; critiques; design specifications; empathy writing; essays; exercises; explanations;
literature surveys; methodology recounts; narrative recounts; problem questions;
proposals; research reports. A full account of the characteristics of these genre families
can be found in Gardner and Nesi (2013) and Nesi and Gardner (2012). Other relevant
information and advice on how to access the corpus is available at
www.coventry.ac.uk/bawe.
The materials
The 'Writing for a Purpose' materials were developed with the aid of follow-on funding
from the ESRC (Award ES/J010995/1). This award required collaboration between
academic and non-academic institutions, and in our case researchers from Coventry
University collaborated with web developers from the British Council. Andy Gillett, the
writer of the 'Using English for Academic Purposes' (UEfAP) materials (2014), also
worked with us as a materials developer, and Elly Hutchings, an undergraduate design
student at Coventry University, provided the artwork for the materials.
In 'Writing for a Purpose' the genre families are grouped according to their primary
purposes: 'demonstrating knowledge and understanding' (exercises and explanations);
'developing powers of independent reasoning' (critiques and essays); 'building research
skills' (literature surveys, methodology recounts and research reports); 'preparing for
professional practice' (case studies, design specifications, problem questions and
proposals); and 'writing for oneself and others' (narrative recounts and empathy writing).
Narrative recounts and empathy writing have been renamed as event recounts and public
engagement, as these names seem to give a better indication of their purpose.
Users of the materials are encouraged to identify the genre family their assignment
belongs to so that they can structure their writing appropriately and incorporate suitable
linguistic features. We are now adding subject-specific pages, however, so that users can
start their journey through the materials via a genre family or via the discipline they are
studying.
The materials include interactive exercises of the type used in computer-assisted
language learning (CALL), but there are also links to short sample assignments, audio
and video recordings of lecturers and students talking about writing tasks, and
concordance lines within SketchEngine, the corpus query tool. Users are presented with
words and phrases that commonly occur in certain types of assignment, and can then use
SketchEngine to examine how these words and phrases are used in the BAWE corpus.
Additional resources
The 'Writing for a Purpose' materials are intended for use by individual students outside
the classroom, and by teachers in class. Registered users can post comments and queries
on any page of the 'Writing for a Purpose site', and we aim to respond to all of these.
Plans for lessons using the materials are now being posted to the companion British
Council site TeachEnglish.
We continue to investigate the BAWE corpus, and as we find out more about proficient
student writing we add new features to the 'Writing for a Purpose' materials.
h.nesi@coventry.ac.uk
References
Gardner, S. and H. Nesi. 2013. 'A classification of genre families in university student
writing'. Applied Linguistics 34 /1: 1-29.
Gillett, A. 2014. Using English for Academic Purposes (UEfAP). www.uefap.com/
Nesi, H. and S. Gardner. 2012. Genres across the Disciplines: Student Writing in Higher
Education. Cambridge: Cambridge University Press.
BestPolicies wiki
The idea to create this wiki was driven by the necessity of dealing with the problem of
plagiarism in academic writing courses for undergraduate and postgraduate students at
my university in Russia. Unfortunately, in general across Russia, intolerance to
plagiarism has not yet become the norm, although in some institutions the situation has
started to change. To address this problem I designed a wiki, BestPolicies
(http://bestpolicies.pbworks.com/), to help students to learn about the essence of
plagiarism and to practise a variety of skills necessary to avoid it. The objectives of using
the wiki were as follows:
To understand what constitutes plagiarism and why.
To learn about different types of plagiarism.
To learn about the consequences of plagiarism.
To understand the purposes of referencing.
To improve note taking, summarising and paraphrasing skills.
To compile a bibliography about plagiarism.
To improve general writing skills.
To improve academic writing skills.
To improve general reading skills.
To improve academic reading skills.
It was hoped that achieving these objectives would help the students to improve the skills
they need to master in order to write from sources without plagiarising.
Wikipedia task
To complete the course students had to contribute to the Wikipedia article devoted to
plagiarism (http://en.wikipedia.org/wiki/plagiarism) using their experience of learning
about plagiarism throughout the course. This task gave them a chance to further practise
their writing skills in the authentic context and provided them with additional motivation
through an opportunity to receive feedback from other Wikipedia users.
Why Wikipedia? According to Warschauer, to ensure the successful integration of
computer-mediated instruction, it is essential for an activity to be socially and culturally
significant. In addition, the use of an electronic medium should match its purposes and
make use of 'medium-appropriate rhetorical features' (2005: 45). Incorporating
contributions to the article on plagiarism in Wikipedia in the course made its different
parts fit together and the whole experience of working in the wiki more authentic.
Konieczny (2007) points out that writing for Wikipedia allows students to reach a wide
audience who can provide them with additional feedback; this provides an often missing
link between theory and practice. Among other things, the Wikipedia task enabled the
students to use tools for editors available on Wikipedia, such as ranking articles
according to their quality, editing 'stubs' (articles that require considerable improvement
of their content and presentation) and including citation and referencing.
Feedback
During an informal feedback session conducted at the end of the course the majority of
the students reported that working in the wiki and completing the project helped them to
gain a deeper understanding of the essence of plagiarism and improve their writing skills,
particularly summarising, paraphrasing and referencing.
eydelman.natalia@gmail.com
References
Konieczny, P. 2007. 'Wikis and Wikipedia as a teaching tool'. International Journal of
Instructional Technology and Distance Learning 4/1: 15-34.
McCabe, D. 2005. 'Cheating among college and university students: a North American
perspective'. International Journal of Academic Integrity 1/1: 1-11.
Warshauer, M. 2005. 'Sociocultural perspectives on CALL' in J. Egbert and M. Petrie
(eds.). CALL Research Perspectives. Mahwah, N.J. and London: Lawrence Erlbaum
Associates.
Background
In academia, the definition of scholarship is highly linked to academic publications.
University rankings, public funding and prestige are generally intertwined with the
number of research articles published in certain journals and their following citations by
researchers (Anderson et al. 2007). The concept of 'publish or perish', which denotes the
value of writing for publication, has greatly influenced academia in Taiwan (for example,
Chen and Chien 2009, Kao and Pao 2009). As a consequence, researchers are under
enormous pressure to publish in international journals. The main reason behind the
pursuit of world-class universities and global university ranking is that the more
publication in international journals, the more resources and social prestige universities
will obtain.
The case of academia in Taiwan is typical in that the notion of quality worldwide is
related to 'indexisation', such as the Arts and Humanities Citation Index (A&HCI), the
Science Citation Index (SCI) and the Social Sciences Citation Index (SSCI). Some key
issues that arise include the hegemony of English, the problems of defining research
performance outcomes, and the dilemma of publishing in local versus international
journals, especially when the priority is on high-stakes international journals. As English
has become the major language for scholarly publishing in international journals,
researchers need to publish in English in order to have wide representation and
recognition.
Research design
In view of the background and contextual description provided above, this study sought
to answer the following questions:
What are researchers' perceptions of publishing in English?
What are their problems with publishing in English?
What are their needs for successful publishing?
Participants in the study consisted of 20 academics (12 male; 8 female) from three
universities in Taiwan. The interviews were designed to understand researchers'
perceptions of the issues in writing for scholarly publication in English in Taiwan.
Specifically, the purpose of the interviews sought to discover what problems researchers
in Taiwan faced and how they handled the problems.
Findings
Findings pertaining to four salient emerging themes include (a) the need for publication
in English; (b) A&HCI, SCI and SSCI fever and controversy in Taiwan;
(c) difficulties in writing in English; and (d) the need for academic writing support. First,
reasons for the need for publication in English include conveying ideas to international
readers, facing pressure from government authorities and the university, and finding a job
and/or getting promoted. Second, since A&HCI/SCI/SSCI databases provide the number
of citations per paper and the journal impact factor, the Taiwan government favours
quantified criteria. The use of A&HCI/SCI/SSCI in recent years as university academic
evaluation indicators has caused a lot of controversy. In most cases, the government and
universities mainly look at these indicators, which are increasingly criticised by
Taiwanese people. The third major theme emerging is the difficulties researchers
experience when writing in English. Compared with native English speakers, all
participants in the study noted a degree of difficulty in writing professionally in English;
challenges include a lack of sophisticated vocabulary, a lack of variety in sentence
patterns, problems with using language, a lack of skills in using the appropriate tone, and
problems with organising a research paper.
Finally, researchers in the present study indicated that the following factors can be
beneficial:
receiving support in searching for appropriate research topics that work within the
context of Greater China;
receiving support in choosing appropriate frameworks from Anglo-American
theorists to frame local issues as well as enriching theories;
collaborating with others; and
receiving appropriate individual guidance in writing, and attending relevant writing
workshops.
Conclusion
The findings reveal the following points:
1 First, the dominance of English in international research has resulted in the
pressure for researchers to publish internationally in English. As a result of
globalisation, writing scholarly articles for publication in English is becoming
increasingly necessary for researchers.
2 Second, there is concern about A&HCI, SCI and SSCI fever in Taiwan. Excessive
emphasis on A&HCI, SCI and SSCI, regardless of culturally responsive evaluation
criteria, may result in local Taiwanese research decoupling.
3 Third, the English language barrier in writing for publication tends to be a common
problem for non-native speakers. Writing challenges include vocabulary, grammar,
discourse organisation and tone.
4 Finally, to increase the chances of scholarly publications in international journals,
researchers may adopt some strategic plans with university support. Universities can,
for example, establish academic writing programs for researchers to promote their
professional development, including fostering the awareness of differences between
English and Chinese academic writing conventions, informing researchers of clear
standards for scholarly publication in English, and developing plans for researchers
based on their specific needs in writing.
chien.paul@gmail.com
References
Anderson, M. S., E. A. Ronning, R. D. Vries and B. C. Martinson. 2007. 'The perverse
effects of competition on scientists' work and relationships'. Science and Engineering
Ethics 13: 437-61.
Chen, K. H. and S. Y. S. Chien. 2009. 'Knowledge production in the era of neo-liberal
globalization: Reflections on the changing academic conditions in Taiwan'. Inter-Asia
Cultural Studies 10/2: 206-28.
Kao, C. and H. L. Pao. 2009. 'An evaluation of research performance in management of
168 Taiwan universities'. Scientometrics 78/2: 261-77.
7.7 Using lecture slides to create an academic corpus
Simon Smith Coventry University, UK
The idea of supporting language learning with the use of corpora has been around since
at least 1997, when Tim Johns coined the term 'data-driven learning' (DDL). This
approach invites learners to tease out patterns from authentic text and test their own
linguistic hypotheses in the manner of a mini research project; it has an intuitive appeal to
teachers who favour student-centred or inductive learning.
In this study, students constructed and consulted their own web corpora, based on
presentation slides from their subject lectures. This was intended to help them build up
their subject vocabulary, as well as access authentic texts from their discipline. Although
no firm conclusions about the success of the method were reached, and no formal
evaluation was conducted, feedback gained from participants was positive. The corpus
query tool Sketch Engine (http://sketchengine.co.uk/) was used for the study. It includes a
web corpus generating module, WebBootCat. Readers may also be interested in the freely
available version of BootCat, at http://bootcat.sslmit.unibo.it/.
This study
The present study differs from Smith (2011) in that (a) the corpora created were focused
on the students' subject area, Accounting and Finance for International Business (AFIB),
not selected by students; and (b) the corpora were seeded from course materials (mainly
lecture PowerPoints) in the subject area, and not from user-selected (and sometimes
arbitrary) keywords.
A group of six AFIB students undertook the corpus construction as part of an in-sessional
English for Academic Purposes (EAP) class, over a period of four teaching weeks. In the
first two lessons, an introduction to using corpora and reading concordance lines was
given. In weeks 3 and 4, students constructed and consulted their own corpora.
Figure 7.7.1: Schematic of corpus construction and consultation
Key: 1. Text input. 2. Wordlist from mini-corpus. 3. Bing API interacts with BootCat. 4.
Word sketch and concordance displays from web corpus.
References
Aston, G. 2002. 'The learner as corpus designer' in B. Kettemann and G. Marko (eds.).
Teaching and Learning by Doing Corpus Analysis. Amsterdam: Rodopi.
www.sslmit.unibo.it/~guy/graz.htm.
Boulton, A. 2011. 'Bringing corpora to the masses: Free and easy tools for language
learning' in N. Kbler (ed.). Corpora, Language, Teaching, and Resources: From Theory
to Practice. Bern: Peter Lang. http://hal.archives-
ouvertes.fr/docs/00/32/69/80/PDF/XXXX_boulton_TaLC_interdisciplinary.pdf.
Smith, S. 2011. 'Learner construction of corpora for general English in Taiwan'.
Computer Assisted Language Learning 24/4: 291-316.
http://curve.coventry.ac.uk/open/items/96362d30-9307-404e-81e8-16091fb2c118/1/.
Introduction
Arabic-speaking learners of English present a unique group of students whose needs
differ from those of other learners. While they may perform well in listening and
speaking tasks, their reading and writing skills often lag behind. This paper will focus on
one of their most persistent difficulties, spelling, and will highlight the principal reasons.
Practical solutions for teachers will then be provided.
Trainers in general English and EAP classes tend to teach reading and writing skills on a
sentence, paragraph and text level, which may not fit the needs of this particular group of
learners. Initially, it is the word level that should be tackled. This entails decoding
individual items (reading) and recalling them (spelling).
Identifying typical spelling mistakes made by speakers of Arabic
In comparison to other groups, the randomness of spelling errors in Arabic-speaking
learners of English puzzles many teachers. However, on closer inspection, patterns of
errors can be detected. Arabic students' misspelled words retain the consonantal skeleton
of the target word, while the vowels tend to be the source of errors (for example, careful-
*carfal; discussed-*descaussed). This is sometimes referred to as 'vowel blindness'.
Therefore, a target item often becomes another high-frequency English word (for
example, stupid/stopped; subtle/subtitle).
The spelling of words which feature vowel sounds /e/, //; //, //; and /e/, /e/ seem to
create most problems for Arabic learners. An additional difficulty is the schwa sound //
which frequently occurs in unstressed positions and maps onto different letters (for
example, *humon, *standerd, *eccept). Overall, spelling errors in Arabic learners are
predominantly phonological in nature (for example, especially-*spachelly; enough-
*enouf).
Conclusion
As a growing group in ESL classrooms, Arabic-speaking learners require special
attention with their spelling, which is complex and can, therefore, be erroneously
perceived as lacking in rules. Nevertheless, the consistent use of techniques to reinforce
letter patterns and syllables with Arabic-speaking learners will aid them in improving
spelling in a very short period of time.
eminatuzovic@londonschool.com
Reference
Harrison, R. 1992. Keep Writing 2. A Writing Course for Arab Students. Harlow:
Longman. Stirling, J. 2003. 'Remedial spelling in EFL'.
www.elgweb.net/spelling_article.html.
8 English for career training
The opening paper of this career-focused chapter asks, 'ESP or EGP: what do learners
really need?' The context, as described by Agnieszka Dudzik and Agnieszka Dzieciol-
Pedich is Poland, but the question is applicable worldwide. Given that ES(A)P is a
growing area within ELT, it is increasingly necessary for teachers to design courses for
specific groups of learners; Adam Simpson provides guidance on how to do this for
maths and science, while Anne Wiseman reports on a course designed to assist higher-
education subject specialists who need to teach in English. Turning to legal English,
Barbora Chovancov writes about course design for students of legal English and
tpnka Bilov presents activities designed to increase students' engagement in their
classes. Next, Eduardo Garbey Savigne outlines an approach to training Cuban
healthcare professionals in medical English, while Hans Platzer and Dsire Verdonk
present the results of a longitudinal study into the needs of Austrian business and
engineering students. The final three papers all address topics in business English.
Marjorie Rosenberg gives pointers for writing business English activities; Dana
Poklepovic presents training games designed to develop soft skills; and Adrian Pilbeam
discusses the process of becoming an intercultural trainer.
Background
Tertiary education in Poland is supervised by the Ministry of Science and Higher
Education which, in order to ensure the quality of teaching in all institutions of higher
education, has developed teaching standards for 118 academic areas. As regards foreign
language instruction, the standards require university graduates to demonstrate language
proficiency in at least one foreign language at CEFR level B2 or higher and to know a
specialised variety of a foreign language related to their area of study. While the
specifications of general language learning outcomes can be found in the CEFR
guidelines, the choice of specialised language course content is determined by foreign
language departments or other units providing language courses for institutions of higher
education.
Results
Use of subject-specific English outside the language classroom
As can be seen from the summary of student responses in Figure 8.1.1, students of
economics and management use subject-specific English almost exclusively in the
language classroom, while medical students also have contact with subject-specific
English in content subjects.
Figure 8.1.1: Learner use of subject-specific English outside the language classroom
For medical students, the curriculum requirements (i.e. a language course entirely
devoted to ESP) do not reflect their needs. They would prefer to have three-quarters of
the course hours devoted to ESP and the remainder to EGP. Similarly, students of
economics and management, who at B2 level are expected to focus solely on ESP, would
like to learn a combination of ESP and EGP in equal proportions.
Conclusions
Both medical and economics students need a curriculum that includes both ESP and EGP
instruction rather than an ESP-only approach. Moreover, these students use subject-
specific English too infrequently to design an ESP-only course. As indicated by the
responses provided by medical students, the importance of ESP during a language course
increases when the design of a language course reflects, at least to some extent, the
curriculum of content subjects. As regards EGP, students should be provided with a
variety of oral communication-oriented tasks and they should be offered opportunities to
have contact with literary, media and formal varieties of English.
agdud@yahoo.com
lumriel@gmail.com
Reference
Brumfit, C. 2001. Individual Freedom in Language Teaching. Oxford: Oxford University
Press.
References
Basturkmen, H. 2010. Developing Courses in English for Specific Purposes.
Basingstoke, UK: Palgrave Macmillan.
Hyland, K. 2002. 'Specificity revisited: how far should we go now?'. English for Specific
Purposes 21/4: 385-95.
Hyland, K. 2006. English for Academic Purposes: An Advanced Resource Book. London:
Routledge.
Introduction
This talk begin by discussing the term EMI (English-medium instruction) and comparing
it to other practices in which English is used as a medium of instruction, such as CLIL,
immersion and ESP. Referring to Macaro's concept of the ELT continuum, practices
which have language dominant aims (such as EAP, ESP and ELT) were shown at one end
of the ELT continuum; at the other are practices which have content-driven aims, such as
immersion and EMI.
There has been a phenomenal growth of EMI in higher education across the across the
world. In the EU alone in 2002, 560 master's programmes were taught in English; by
2011 it was 3,701, and by 2013 6,609 master's programmes were taught in English. This
accounts for a 79 per cent increase in the number of master's programmes taught in
English since 2011.
Why are more and more courses in non-English-speaking countries being taught in
English? Answers to this question vary: some universities choose to teach through the
medium of English as it is the lingua franca of their country; others do so because it gives
the university the opportunity to attract a wider range of students; and others do so
because they feel they can strengthen their offer to students with courses taught in
Englishand make their students more employable. This spread can also be attributed to
the general globalisation of English, driven by the need for a common language in an
increasingly globalised world. This then links into the need for English for employability,
an issue mentioned in the EU's policy document on education and training.
Clearly, the Bologna Process and the Erasmus programme in Europe have already had a
major impact on students' mobility, and with it the need to ensure that students are
studying their subject in a common language which they understand. More often than not,
this language is English.
Reference
Macaro, E. 2013. 'Defining and researching English medium instruction: the need for
clear thinking and a clear research agenda.' Paper presented at the British Council
Regional Policy Dialogue The Role of English in Higher Education. Segovia, Spain,
November 2013.
8.4 A law unto itself: course design for legal English undergraduates
Barbora Chovancov Masaryk University, Brno, Czech Republic
Designing a syllabusthe first prerequisite of any good and well-balanced language
courseis a task many ESP teachers have to face at some point in their professional
careers. The presentation showed how the development of a legal English syllabus can
draw on information obtained from recent graduates on the basis of a 'transferred' needs
analysis survey.
Background
Needs analysis is a well-researched field, with origins in Hutchinson and Waters (1987)
and developed by many other authors, most recently by Huhta et al. (2013). The idea of
finding out about students' needs by asking them directly has been successfully applied to
many ESP courses. However, as regards the future needs of pre-service students, it is not
feasible to perform adequate needs analyses because the respondents lack the necessary
insight into their future professions. Still, there are certain areas where the students can
provide some very relevant information, for example, concerning their level of English,
motivation, preferences and expectations.
Motivating activities
Unlike professionals who are motivated intrinsically, undergraduates very often need
external motivation to help them maintain interest in the classes and, thus, achieve good
results. Stimulating materials and exciting activities can help to achieve this goal. The
following two activities, shared with the IATEFL audience, are given as examples of
successful innovation in the syllabus.
In the first activity, students role-play an interview between a lawyer and a visiting
British citizen whose hotel room was burgled. While the 'John Hopkinses' prepare the
issues they need help with, the 'lawyers' study role-cards with relevant quotations from
the Civil Code. The lawyer-client interview that follows is both true-to-life and
manageable for pre-experience students. The next step is a follow-up letter to the client.
Authentic legal materials are thus used to practise reading, speaking and writing skills.
In the second activity, an extract from a legal drama series is used to illustrate a point
made in class. Students are shown a scene from the Boston Legal dramedy in which one
of the main characters is being arrested for aiding and abetting a fugitive, conspiracy and
obstruction of justice. Then, they brainstorm Miranda warnings (and learn about their UK
equivalent). In less than two minutes, the video shows how the arrested lawyer waives his
right to have Miranda read to him. Students discuss and explain what happened (rather
than, for example, merely watching a policeman recite the rights on the screen). Often,
the activity leads to further out-of-class learning since students become motivated to
watch the movie on their own.
Conclusion
The piloting of the revised syllabus has shown that course design based on transferred
needs analysis can bring very positive results both to teachers and students.
barbora.chovancova@law.muni.cz
References
Chovancov, B. 2013. 'From classroom to courtroom: preparing legal English students
for the real world' in R. Vystrilov (ed.). Prvn jazykod teorie k praxi (Legal
Languagefrom Theory to Practice). Olomouc: Palack? University.
Huhta, M., K. Vogt, E. Johnson and H. Tulkki. 2013. Needs Analysis for Language
Course Design: A Holistic Approach to ESP. Cambridge: Cambridge University Press.
Hutchinson T. and A. Waters. 1987. English for Specific Purposes: A Learning-centred
Approach. Cambridge: Cambridge University Press.
8.6 Sharing ESP lessons with on-the-job training sessions for healthcare
professionals
Eduardo Garbey Savigne Universidad de Ciencias Mdicas de la Habana, Cuba
This session described an on-the-job-training approach to medical English for Cuban
healthcare professionals. There is a need in Cuba to train healthcare personnel who will
travel overseas to provide assistance to patients from different cultural backgrounds in
developing contexts; this initiative is of prime importance as it is considered as a strategic
issue by the Cuban government.
Teaching ESP lessons to healthcare personnel in their workplace while they are fulfilling
their duties (for example, ward rounds, shift reports or case presentation) is a different
approach to teaching, and it is now becoming a common practice. It is a kind of a
simulated performance in a non-English medical setting where the English teacher
monitors the language used in the medical sessions and provides the healthcare
professional with feedback on mistakes and corrections. In the following session, the
teacher brings a feedback sheet containing the previous suggestions, together with advice
on the use of language in medical contexts and possible intercultural communication
pitfalls.
This approach complies with the idea that ESP is specific to the professional context
(Huhta et al. 2013), and it is in this context where English is best learned. ESP lesson
planning must correspond to the Cuban medical training curriculum, and English teachers
should profit from the medical context in helping students to develop pertinent and better
communication skills. As such, these on-the-job training sessions require the
collaboration of the ESP teacher and the medical doctor/nurse; this collaboration is vital
in the achievement of the goal: the training of a competent intercultural healthcare
professional.
This approach to training is, however, not without constraints and difficulties. It also
suffers from biases and fallacies shared by Cuban EFL teachers, such as, 'Medical terms
are difficult to explain'; 'Healthcare personnel use jargon during their performance';
'Medical doctors are reluctant to reveal their weaknesses when speaking English'; and
'Healthcare providers carry out the same procedures everywhere'.
As a result of these comments and opinions, some suggestions for teachers entering the
ESP field have been devised. New EFL teachers coming into ESP are advised to do the
following:
develop their own needs analyses;
be positive, and believe it can be doneothers have done it;
start by shadowing any experienced medical doctor/nurse with a good command of
English (at least a B1);
jot down new words, and read about specific diseases, treatments and procedures;
talk to their peers, share their views, ask for clarifications;
learn commonly used medical abbreviations and acronyms; and
develop intercultural communication awareness in a medical setting.
Once this has been achieved, then the teacher is ready to do the following:
fulfill his or her role as a facilitator, as a language provider or sometimes as a
guidebut never to lead the medical sessions;
train healthcare personnel on how medical ward rounds are delivered and how shift
reports are conducted in English-speaking medical contexts. English teachers are
advised to read medical thrillers and watch TV programmes such as Grey's Anatomy
or House, as they provide some cultural and medical background information;
build rapport, as it is vital to make participants feel at ease; and
give feedback and comments at the end of the session. Teachers should be positive
when correcting healthcare personnel while in session, saying, for example,
'someone said' rather than 'Dr. X said', or 'Sister Y expressed'
Table 8.6.1 shows some advantages, disadvantages and challenges I have encountered in
this kind of ESP teaching.
References
Garbey Savigne, E. 2010. Learning Intercultural Communication through English. La
Habana, Cuba: Editorial Ciencias Medicas.
Huhta, M., K. Vogt, E. Johnson and H. Tulkki. 2013. Needs Analysis for Language
Course Design: A Holistic Approach to ESP. Cambridge: Cambridge University Press.
8.7 English use in the Austrian workplace: a longitudinal study
Hans Platzer and Dsire Verdonk Fachhochschule Wiener Neustadt, Austria
Introduction
In principle English for Professional Purposes is a well-researched area. Previous studies
have focused on written text types and spoken communication involving business
contexts and technical settings. Unfortunately, with only very few exceptions, most of
these needs analyses were small scale, hence questions remain about the
representativeness of the respective results. While it is true that some larger,
representative surveys have also been conducted, the relevant findings in these studies do
not reflect the situation of actual language users but personnel managers' observations;
this has been shown to introduce unwanted bias. In addition, few of the relevant studies
explicitly contrast the language needs in business and engineering positions. It may,
therefore, be useful to generate further data based on a larger sample and involving
respondents in both technical and business contexts.
Method
For this purpose, a questionnaire survey was carried out among in-service business and
engineering students at the Fachhochschule Wiener Neustadt (University of Applied
Sciences Wiener Neustadt, Austria). In order to ensure a sufficiently large respondent
base, data was collected at three points in time: 2003, 2008 and 2012. The overall sample
came to 576 students with 68.8 per cent from our business programmes and 31.2 per cent
from the engineering programmes.
Intertextuality
Table 8.7.2 shows significant differences (p<0.05) in language use between respondents
in business and technical positions. In this respect, the following functions/situations are
especially interesting: meetings, reading/writing minutes and following presentations.
Significantly more respondents (p<0.05) in the engineering programme need English for
these purposes than business staff, which runs counter to the traditional clich. However,
this finding not only means that teaching meetings-related language is particularly
essential for engineers, it has further didactic implications. Evans (2012), Bremner (2008)
and Louhiala-Salminen (2002) suggest that English in the workplace is highly
intertextual, for example, with written emails generating oral responses by phone or
meetings generating minutes. For the teaching process this means that tasks combining
different text types or genres in spoken and written modes closely reflect actual practice
in the workplace. However, Bremner (2008) also observes that this interaction of
different modes is rarelyif everreflected in coursebook tasks. It is, therefore, still up
to the individual teacher to develop such tasks which combine spoken and written
interaction and thus reflect actual usage in the target language situation.
References
Bremner, S. 2008. 'Intertextuality and business communication textbooks: Why students
need more textual support'. English for Specific Purposes 27: 306-21.
Evans, S. 2012. 'Designing email tasks for the Business English classroom: implications
from a study of Hong Kong's key industries'. English for Specific Purposes 31: 202-12.
Louhiala-Salminen, L. 2002. 'The fly's perspective: discourse in the daily routine of a
business manager'. English for Specific Purposes 21: 211-321.
Introduction
Business English teachers are often expected to create specialised materials for their
learners. These can serve to teach specific vocabulary, offer additional practice or provide
impetus for engagement in the classroom. As this can be a daunting task for those trying
this for the first time, this workshop was designed to provide a framework to aid them in
creating tailor-made lessons making use of both published material and input from
participants.
Lead-in activities
Lead-in activities can be an excellent method for introducing a topic and awakening
learners' interest in it. We therefore looked at several different types, including choosing
or creating a definition for a term, eliciting learners' opinions, matching words to
meanings, general discussion of the topic or using guided questions to raise learners'
involvement and curiosity.
Preparing the learners
As the aim here is to engage learners while enabling them to fulfil specific tasks, we
considered several techniques such as working with collocations, putting half sentences
together, using multiple choice options to create definitions, brainstorming with graphic
organisers, finding words in a text or predicting what learners might read or see.
Examples shown included a gap text to complete using word partnerships and a Venn
diagram to find similarities and differences between sports and business. (See Figure
8.8.1.)
Follow-up activities
The follow-up activities we discussed were designed to take place outside the classroom.
This is the perfect opportunity for Internet searches or for learners to use authentic
materials from companies they know or work for. It should help to keep the material
fresh and show them how the material can be applied to real-life situations, vital for many
business English learners.
Conclusion
The general consensus of the participants was that the framework provided gave them a
structure to work with when creating activities. The lively discussions also generated a
number of ideas for practicing and activating knowledge in the classroom making the
workshop a collaborative effort for all involved.
marjorie.rosenberg@tele2.at
Reference
Rosenberg, M. 2012. 'Sports and business metaphors'. Professional English Online
Activities 2012. http://peo.cambridge.org.
Background
Training games (TG) are widely used to develop soft skills in management programmes.
The basic format is that participants solve a challenging situation by applying a soft skill
while they interact in a low-pressure setting. Their performance is followed by a review
and feedback led by the instructor. Participants learn by doing and by reflecting on their
experience. The theory underpinning TG is David Kolb's experiential learning process:
do, review and improve (Kolb 1984).
Given the growing demand for soft skills in business English, I have borrowed this
authentic technique and integrated it into my teaching. I started my presentation by
sharing two games, then highlighted key drivers for integration and finally we discussed
two case studies.
Two games
Game 1: Step Out
This game develops persuasion skills. The trainer puts participants in pairs, marks a
circle on the floor and asks for two volunteers to step inside. Their goal is to convince the
other to step out of the circlewithin a time limitby applying any influencing
technique while the trainer observes them. The game is over when one of the participants
steps out or time is up. The group wraps up and reflects on the experience: Who really
won? The one who remain inside, or the one who stepped out in exchange for something
he negotiated? Whose method was more effective?
Integration highlights
TG can be used as a stand-alone activity or embedded in a lesson plan. In all cases,
however, the integration should address the following drivers:
Language level: identify whether learners are equipped with the linguistic tools to
perform the game or if they need language input.
Objective: define the purpose the game will fulfil in your lesson plan.
Review: plan the feedback and reflection questions in advance.
Business English trainer's role: act as a teacher during the language input stage, a
facilitator during the game, and a coach during the review stage.
Case study 1
Level: Intermediate (B1). This group was learning the language of negotiations from a
course book.
Objective: I decided to use Step Out to round off the unit.
Integration: The input stage spanned eight lessons. Students not only learnt the language
but also developed the interpersonal ability to influence. (See Table 8.9.1.) Practice
activities were based on authentic videos and readings.
Case study 2
Level: Advanced (C1). We were about to start a unit about teamwork.
Objective: I decided to use Early Bird, Second Mouse as a lead-in activity. Integration:
To achieve this goal, I designed a thought-provoking review session based on Belbin's
team roles. While the teams discussed their ideas, I observed how they put forward their
contributions and the roles each one adopted (leader, follower, compromiser). After their
presentations, I asked open and leading questions that engaged learners. To elicit
information about team roles, we brainstormed the concept. (See Table 8.9.2.)
Table 8.9.2: Early Bird, Second Mouse: sample questions and brainstorming
Conclusion
Training games add value to business English courses and help develop soft skills by
nurturing a learning environment that encourages action and reflection.
danapoklepovic@fibertel.com.ar
References
Belbin, M. 2010. Team Roles at Work. Oxford: Butterworth-Heinemann.
Kolb, D. A. 1984. Experiential Learning: Experience as the Source of Learning and
Development. Englewood Cliffs, N.J.: Prentice Hall.
Win-Win Negotiation Theory. www.youtube.com/watch?v=hqn4azeHikc.
What does a business English trainer bring to the intercultural trainer role?
Business English trainers have the potential to make excellent intercultural trainers. They
usually have extensive experience with other cultures and often quite a lot of knowledge
about them, gained from experience. They bring good training skills, and they know how
to manage group dynamics.
However, there are some key differences, mainly because, as mentioned above, the
business English trainer is often considered as an 'expert'. This means learners expect to
be told when they are 'right' or 'wrong'. Also in language teaching, new skills can often be
tested and checked.
By contrast, the intercultural trainer is more of a facilitator than a trainer, helping the
participants to acquire knowledge, awareness and skills, by getting them to reflect on
their experiences and to set 'goals for future behaviour. But it is very difficult to test
whether they have acquired new skills, certainly within the time frame of the course
itself.
How can you develop your skills for intercultural training?
Suggestions include reading to get an overview of the intercultural field, attending talks
and workshops at conferences such as SIETAR, and attending a train-the-trainer course.
adrian.pilbeam@lts-training.com
adrian.pilbeam@gmail.com
References
Kohls, L. R. and J. M. Knight. 1994. Developing Intercultural Awareness: A Cross-
cultural Training Handbook. Yarmouth, Maine: Intercultural Press/London: Nicholas
Brealey Publishing.
SIETAR (Society for Educational Training and Research). www.sietareu.org/
Developing intercultural training skills. www.lts-training.com/ICTTcourse.htm
9 Feedback and assessment
This chapter contains two signature events, one panel discussion and four presentations
on the topic of giving feedback to students and providing assessment. First, Vivien
Berry, Barry O'Sullivan, Diane Schmitt and Lynda Taylor discuss the importance of
assessment literacy for stakeholders in the ELT process, outline the knowledge
stakeholders need and introduce resources designed to enhance assessment literacy. Next,
the report of the A. S. Hornby Educational Trust Scholars' presentation, convened by
Martin Wedell, investigates the practice of assessment in the transitional world and
shows how assessment methods influence classroom practice. In a similar vein,
Xiangdong Gu explores the influence of Cambridge English for Schools exams on
classroom practices in China. The theme of this year's Cambridge English Signature
Event was learning-oriented assessment (LOA), reported by Nick Saville, Miranda
Hamilton, Stephanie Dimond-Bayir and Barkan Tekdogan; LOA is also the topic of
the next paper, by Ahmed Abdelhafez, who explores LOA in an Egyptian context. The
final two papers address issues related to feedback and assessment specifically in EAP
writing. First, Clare Fielder explores the use of learner-directed feedback, then Afaf
Mishriki and Amani Demian report on the use of portfolios in a writing course.
References
BALEAP. 2012. BALEAP Guidelines on English Language Tests for University Entry.
www.baleap.org.uk/media/uploads/testing-working-
party/BALEAP_Guidelines_on_English_Language_Tests_for_University_AGM_v19_M
ay_2012.pdf.
Davies, A. 2008. 'Textbook trends in teaching language testing'. Language Testing 25/3:
327-347.
Taylor, L. 2013. 'Communicating the theory, practice and principles of language testing
to test stakeholders: Some reflections'. Language Testing 30/3: 403-412.
Conclusion
There is inconsistency between curriculum goals and high stakes test content and formats
in many parts of the world. Given the important role of assessment results in all national
education systems, and hence societal concern for 'good marks', this inconsistency means
that what can be seen happening in most state system English classrooms often bears
little relationship to achievement of the stated English curriculum goals. Teachers' jobs
become more stressful as they try to meet the conflicting demands of the curriculum and
the assessment system, and despite successfully passing exams, learners' performance
outcomes remain disappointing.
Assessment is here to stay, and the cultural mismatch between imported performance-
focused curriculum goals and many societal beliefs about the nature of knowledge and
how it should be assessed will not disappear overnight. However, the examples of the
planning and implementation of national level assessment change in Sri Lanka, and the
more or less official personal, collaborative or government sponsored efforts made by
teachers to better align assessment to curriculum goals, demonstrate that there are
alternatives.
m.wedell@education.leeds.ac.uk
References
Ball, S. 2003. 'The teacher's soul and the terrors of performativity'. Journal of Education
Policy 18/2: 215-228.
Ministry of Education. Ethiopia . 2008. English Syllabus for Grades 5 to 8.
www.academia.edu/4062675/Solomon_Worku_Curriculum_Expert_GECFDD_Ministry
_of_Education_
Tsegay_Ammenu_Dubbale_Research_Expert_GECFDD_Ministry_of_Education_Hamid
_Mustefa_English_Language_Expert_Ministry_of_Education_Tsegaw_Berhanu_English
_ Language_www.academia.edu/406.
Shrestha, P. 2008. 'ELT, ESP & EAP in Nepal: whose interests are served?' in M.
Krzanowski (ed.). EAP and ESP in Developing Countries: State of Play vs Actual Needs
and Wants. Canterbury: IATEFL (ESP SIG.
http://oro.open.ac.uk/16274/1/ESP_SIG2_Ch13_Nepal.pdf
9.3 An impact study of KET/PET for schools on teaching in China
Xiangdong Gu Chongqing University, China and Cambridge English Language
Assessment, UK
Research contexts
In line with the social, political and educational changes that have taken place in China
since 1978, English language education in China has become internationalised and more
and more internationally established English tests have been introduced to China. Among
them are Cambridge English examinations. Ensuring that Cambridge English
examinations are fit for purpose, 'impact by design' is a fundamental principle of good
practice (Cambridge ESOL 2011). Thus to monitor and evaluate the use of the exams in
China, we have conducted a series of impact studies including Cambridge English: Key
for Schools and Cambridge English: Preliminary for Schools (KET/PET for Schools),
YLE, BEC, etc., focusing on various groups of stakeholders such as test-takers, parents,
teachers and speaking examiners, in collaboration with the Research and Validation
Group since 2011. Due to the length limit, we will only present the findings and
discussion from teachers' perspective in the Cambridge English: Key for Schools and
Cambridge English: Preliminary for Schools impact study (for more, please refer to Gu
and Saville 2012, and Gu et al. 2012).
Research questions
1 What are the characteristics of classroom teaching in the training classes for
Cambridge English exams in China?
2 Have the Cambridge English exams exerted impact on the training classroom
teaching? If so, in what ways?
3 What are the main factors affecting the classroom teaching?
Research methods
Four teachers in two private training schools in Beijing, China were observed with
video/audio recordings in their classrooms. Table 9.3.1 shows the baseline information of
the four observed teachers and their classes. Individual interviews were conducted after
the observations.
Table 9.3.1: Baseline information on the four observed teachers and their classes
Findings
After transcribing the four recordings, we first analysed the teaching materials used, the
knowledge taught, the skills trained, and the classroom interaction patterns the appeared;
then we matched the test task types with the classroom task types.
Teaching materials: T1, T2 and T3 used textbooks, and T4 used test-preparation papers
with no other authentic teaching materials. T1 used PowerPoint slides and T3 pictures as
teaching aids.
Knowledge and skills: The knowledge and skills seemed integrated in classroom
activities, but most of the class time was spent on grammar and vocabulary knowledge,
with some time on speaking (and translation) skills. Far from enough listening and
reading input was offered, and there was no writing practice in any of the four classes.
Many of the new words, expressions and grammatical structures taught in the classes
were beyond the exam requirements according to the vocabulary and grammar lists in the
exam teachers' handbooks.
Classroom interaction patterns: Although teachers and students seemed to take equal
numbers of turns, the teachers dominated most of the class time and talked much longer
in their turns.
Comparison between the test tasks and the classroom tasks: It was, amazingly, found that
there was a mismatch between the test tasks and the classroom tasks. Only one reading
test task (gap-fill) and one speaking test task (interview) were practiced.
References
Gu, X. and N. Saville. 2012. 'Impact of Cambridge English: Key for Schools and
Preliminary for Schools: parents' perspectives in China'. Research Notes 50: 48-56.
Gu, X., H. Khalifa, Q. Yan and J. Tian. 2012. 'A small-scale pilot study investigating the
impact of Cambridge English: Young Learners in China'. Research Notes 50: 42-8.
University of Cambridge ESOL Examinations. 2011. 'Cambridge English Making an
Impact'. UCLES.
LOA
LOA integrates two forms of assessmentoften referred to as formative and summative
assessmentand provides a structured approach to collecting and using evidence from
the test and from the classroom (Hamilton 2013). According to Carless (2007: 65), 'LOA
is conceptualised as focusing on three core elements: assessment tasks which promote the
kind of learning which is sought; the involvement of students in the assessment process
exemplified by the development of evaluative skills; and feedback which feeds forward
by promoting student engagement and action'. Figure 9.5.1 summarises the framework
for LOA.
Figure 9.5.1: Framework for learning oriented assessment (Carless 2007: 60)
In action, LOA proceeds in the following steps (Hamilton 2013):
1 Identifying learning objectives that are linked to both learner needs and external
requirements (for example, frame of reference and/or external exams).
2 Giving learners a task to do.
3 Observing and interpreting learners' performance through generated records.
4 Providing feedback and modifying learning objectives if necessary.
Implications
LOA supports students to learn effectively and has a positive impact on conceptualising
learning, teaching and assessment. Accordingly, learning is not about memorisation and
cramming for a test. It is about being more independent to plan own learning based on
provided feedback, and to set and achieve own goals. Teaching is also reconceptualised.
By being aware of clear curricular objectives and by providing timely feedback on
learner understanding, teachers can actualise LOA in the classroom. They can interpret
their judgments, make decisions about what to do next, and set in place plans of action
for further progression. With strategic planning and mediating actions, teachers can
transform an assessment context to a powerful learning context. The concept of
assessment is also transformed in the LOA framework. LOA bridges the gap between the
micro level of classroom assessment and the macro level of external exams. The
relationship between formative and summative assessment becomes complementary.
Instead of being viewed as opposing ideasa distinction that oversimplifies themthey
set in a spectrum. Formative assessment is a kind of purpose, whereas summative
assessment is a kind of judgment and can be used formatively. Besides, formative
assessment becomes a highly qualitative process of identifying personal profiles of
individual learners.
abdelhafez.edu@mu.edu.eg
References
Abdelhafez, A. 2011. An Investigation into Professional Practical Knowledge of EFL
Experienced Teachers in Egypt: Implications for Pre-service and In-service Teacher
Learning. Unpublished PhD Dissertation, Graduate School of Education, Exeter, UK.
Carless, D. 2007. 'Learning-oriented assessment: conceptual bases and practical
implications'. Innovations in Education and Teaching International 44/1: 57-66.
Hamilton, M. 2013. 'How can assessment support learning: a learning oriented
approach?'. www.cambridgeenglish.org/loa.
Introduction
Teachers and learners often feel frustrated by 'traditional' correctional feedback given on
written work, and the literature reflects concerns regarding the effectiveness of various
practices, discussing issues like:
the intelligibility of feedback comments;
'authority' over written texts (Ferris 2003); and
the importance of correcting grammatical errors (Truscott 1996).
This presentation was based on my action research which contributes to this discussion,
focusing on academic essays by advanced learners. The results suggest that learner-
directed feedback (LDF) alleviates the concerns noted above, and is useful for developing
students' writing and academic skills. I define learner-directed feedback as learners
asking to receive feedback in a certain format and on specific aspects of their written
work. Contrary to peer review, the feedback is given by the teacher, but the learners
'direct' how and on what they receive commentssee also Campbell and Schumm-
Fauster (2013).
Research
My study involved 40 advanced students on EAP writing courses at Trier University,
who submitted three drafts of one essay over a 14-week term. The LDF process meant
students chose between various delivery formats for the feedback (for example, email,
audio recording, consultation) and posed specific questions about their work, to which the
teacher replied (for example, on lexis, register, grammar, logic). The data was collected at
the end of the course by written questionnaires which surveyed students' attitudes
towards various delivery formats, and the perceived effectiveness of LDF for improving
general written language and academic skills.
Results
The most commonly requested delivery formats were audio recordings and emails,
followed by requests for responses to specific questionssee Table 9.6.1.
Table 9.6.1: Responses to survey question 'What forms of feedback have you asked for
and received on your English academic writing this term? (Tick all that apply)'
Questionnaire responses showed that students felt comfortable using LDF and found it
highly motivating as it encouraged them to evaluate their own writing. Students also
valued the level of detail which ensued from the speed and scope these digital formats
enable. Particularly audio feedback allowed students to identify through the teacher's
intonation exactly how positive or negative a comment was. Having individual feedback
emailed or recorded also intensified the feeling that it was personal and the teacher had
invested time in helping them individually.
Overall, the number of students perceiving general aspects of their writing as having
been improved by LDF was considerably higher than of those perceiving no
improvementsee Figure 9.6.1. The exception here was punctuation. This may be
because few students asked specific questions about their use of punctuation (no question
meant no feedback). Perhaps concentration on other skills led to the disregard of what are
often considered 'minor' errors. Still, free responses were generally positive and explained
that LDF, by being more specific and detailed than traditional feedback, motivated
students to actively seek corrections by themselves.
Figure 9.6.1: Responses to survey question 'Which aspects of general written language
has student-directed feedback helped you to improve, and to what extent?'
Key academic skills such as critical thinking, proofreading and working with feedback
were all seen as having significantly improved through LDF. There were some interesting
differences in other responses, for example, the number of students reporting that LDF
significantly helped with choosing and narrowing a topic is similar to the number
perceiving no improvement in this skill. These points can be attributed to students'
varying previous experience.
Free responses regarding academic skills again praised specificity, the personalised
nature of the feedback, and increased motivation to develop their individual academic
abilities. Several claimed LDF helped them to think more critically and present
arguments more logically, and some were glad to have skills deficiencies highlighted by
LDF that they had not anticipated.
Discussion
Based on these results, I argue that LDF is a viable alternative to traditional feedback.
The findings also address issues of intelligibility, 'authority' over the written texts,
motivation, and the correction of grammatical errors.
Allowing students to choose a delivery format for their feedback means each one can
receive feedback in a form that suits their personal strengths and preferences.
Digital delivery formats enable more detail in feedback and can aid intelligibility.
Moreover, by allowing students to request help with specific aspects of their writing,
LDF encourages learner reflection and self-editing, while leaving the 'authority' over the
text with the student author. It also removes some of the urgency from practitioners to
agree on a single 'correct' solution to the issue of grammatical correction. All of these
benefits of LDF have a motivating effect on the students.
Thus, the results collected here lead to the conclusion that LDF is a useful tool for
developing learners' writing and academic skills, and highlight compelling reasons for
adopting LDF on academic writing courses. Many of these would also justify
implementing the approach in other EFL classrooms; I'm happy to receive enquiries
about how.
fielder@uni-trier.de
References
Campbell, N. and J. Schumm-Fauster. 2013. 'Learner-centred feedback on writing:
feedback as dialogue' in M. Reitbauer, N. Campbell, S. Mercer, J. Schumm and R.
Vaupetitsch (eds.). Feedback Matters. Frankfurt: Peter Lang.
Ferris, D. 2003. Response to Student Writing. Mahwah, NJ: Lawrence Erlbaum.
Truscott, J. 1996. 'The case against grammar correction in L2 writing classes'. Language
Learning, 46/2: 327-69.
Introduction
Assessing student achievement and gained knowledge during and after teaching and
learning is an integral part of education as it provides important information for teachers.
Using alternative forms of assessment like presentations, reflections, projects and
portfoliosalso known as authentic measureshas become a must to gauge the
acquisition and utilisation of skills like critical thinking, problem solving, and
presentation skills, that constitute an important part of the current language curriculum.
The study
The purpose of this study was to inquire about students' and teachers' attitudes towards
portfolio assessment in their writing courses because research is limited in this area and
because gaining this insight can help teachers, students and administrators to better
understand the effectiveness of the portfolio as a teaching and evaluation tool. Subjects
were 81 first-year university students, most of them taking English for Academic
Purposes, with a few in an intensive English programme. Also taking part were eight
experienced teachers with more than 15 years' teaching experience and more than 10
years' experience using portfolios. Research instruments were as follows:
1 A student portfolio use attitude survey, adapted from Caner (2010), made up of 12
statements that students rated on a five-point scale from 'strongly disagree' (1) to
'strongly agree' (5). Statements covered three areas: awareness, actual practice and
attitudes.
2 A teacher survey adapted from Arter and Spandel (1992) consisting of seven
questions on the purpose of using portfolios; their advantages, drawbacks and
effectiveness; the way teachers handled portfolios in their classes and encouraged
their students to reflect on their work; the problems they encountered; and the
assessment method they preferred.
Results
The majority of students reported having a clear idea about how to compile a portfolio
and agreed that it was helpful in learning and assessment, in enhancing writing skills,
organising, presenting, reflecting on learning, and identifying their strengths and
weaknesses; however, almost half of the subjects thought the portfolio was an increased
burden, and only slightly fewer than half said that they preferred to be evaluated by
portfolio.
Teachers reported using the portfolio to show process besides product, monitor students'
progress, diagnose problems and to help them determine end-of-term results when the
portfolio was given a percentage of the overall grade. The problems they encountered
included lack of students' sense of commitment or readiness to make good use of their
portfolios (focus on cosmetic revisions), use of the portfolio being time consuming, and
portfolio use not being taken seriously by their departments. The criteria teachers used to
evaluate the portfolio were quality, growth, depth of reflection and completeness. Most
teachers agreed that the use of a portfolio for assessment was fairer and more
comprehensive than one-shot tests, provided that reflection was included.
References
Arter, J. and V. Spandel. 1992. 'Using portfolios for student work in instruction and
assessment'. Educational Measurement: Issues and Practice 11/1: 36-44.
Caner, M. 2010. 'Student views on using portfolio assessment in EFL writing courses'.
Anadolu University Journal of Social Sciences 10/1: 223-36.
Snavely, L. and C. Wright. 2003. 'Research portfolio use in undergraduate honors
education: assessment tool and model for future work'. The Journal of Academic
Librarianship 29/5: 298-303.
10 Teacher development around the world
As the length of this chapter suggests, teacher development was a key topic at IATEFL
2014. The opening paper in this chapter presents a report of a forum in which Richard
Smith, Paula Rebolledo, Fauzia Shamim and Mark Wyatt spoke about research
carried out by teachers into their own practice; this theme is further exemplified by Katie
Moran, who shows how exploratory/action research helped her to gain a deeper
understanding of her French students. Digital resources have become an integral part of
CPD; this is the topic of the next paper, by Ellen Darling. Reflection is the theme of the
next two papers: Daniel Xerri and Caroline Campbell show how portfolios help
teachers to reflect on their own practice, while Samel Lefever describes how reflective
practice became a key component in one teacher's professional journey. This paper points
out that teachers need recognition, a point further emphasized by Barbara Gonzlez
with reference to teachers in Mexico. Next, Leslie Turpin tells how participation in a
peacebuilding programme influenced her teaching approach. The next paper comes from
Turkey: K. Funda Akgl Zazaolu, William Kerr and Jonathan Smith describe the
establishment of an inter-university forum on curriculum, which brings EAP teachers in
Turkey together. Three papers from transitional parts of the world then outline specific
issues within the contexts of Bangladesh (Arifa Rahman), India (Sabina Pillai) and
Myanmar (Tara Siddartha). Richard Rossner then argues that 'Self-assessment can
play a key role in reflection and continuing professional development; however, valid and
useful tools are needed to support it.' This is the goal of the European Profiling Grid,
described in the next paper. Finally, Adrian Underhill presents a report of a new
addition to the IATEFL conference line-up: the Open Space session, in which
participants engage in discussion on a variety of topics according to their own interests.
References
Burns, A. 2010. Doing Action Research in English Language Teaching: A Guide for
Practitioners. New York: Routledge.
Smith, R., T. Connelly and P. Rebolledo. 2014. 'Teacher-research as CPD: A project with
Chilean secondary school teachers'. In D. Hayes (ed.). Innovations in Continuing
Professional Development for ELT. London: The British Council.
Wyatt, M. 2011. 'Teachers researching their own practice'. ELT Journal 65/4: 417-25.
Situation
I teach in a private French university specialising in computer engineering, and I had
been concerned about the drop in quality in students' oral presentations; I was concerned
that this was a reflection of lower student motivation. For example, many students
'seemed' to be preparing at the last minute, without seeing the value of the exercise. It
'appeared' that they were copying and pasting the contents from online sources, then
simply reading their findings, without any in-depth reflection or analysis. Few students
'seemed' to be actively listening to their peers' talks and I 'felt' that students were not
taking my feedback into account.
In 2013, I discovered exploratory/action research at a professional development
workshop (led by Divya Madhavan and Dr Richard Smith, Uplegess, Paris), and realised
that my preoccupations involved self-questioning (my students 'seemed' and 'appeared', I
'felt', etc.), and I thought I might gain an understanding of the situation through
exploratory/action research.
Procedure
My project has involved two cycles of exploratory/action research with upper-
intermediate/advanced-level students. With the first group, I explored students'
perceptions by asking the class to do a free write on the topic. I then analysed the themes
which emerged and shared the findings with my students. To exploit the enthusiasm this
generated, I asked the students if they wanted to participate in a class project. They
agreed and together, we came up with improvement strategies. We then set up a class
plan of action and a schedule, and at the end of the project the students did a free write
about the experience.
Before starting with the second group, I discussed the positive findings and limitations of
the first group's project with them. I then repeated the research process: freewriting,
thematic analysis, dissemination, group project.
Improvement strategies
In each cycle, the class democratically decided on eight improvement strategies.
Interestingly, the second group reused some ideas from the first group while adapting and
inventing others. Three example strategies included:
Freer subject. The class felt that increased autonomy in choosing a presentation
topic would make the oral presentation experience more enriching. The students
decided they could present any aspect of the assigned theme.
Evaluation criteria. The students said it would be useful to have a clearer idea of
the evaluation criteria. I explained that I use an evaluation grid and suggested that, as
a class, we could develop one together. I set up a group poster activity by sticking up
four large sheets of paper around the classroom. Each poster had a different heading:
contents, structure, delivery and language. In small groups, students brainstormed
and wrote the criteria on the poster that they would want take into account if they
were the teacher evaluating the talks. After this, the groups switched posters, read
and discussed their peers' criteria and added more. After switching posters a final
time, I centralised the ideas on the board. We collegially decided how many points
would be attributed to each section. The evaluation criteria grid established by the
students themselveswas typed up and made available on the student intranet.
Richer content. The students wanted to listen to more interesting and critically
analytical talks, so they required peers to present a two-minute pitch of their idea/
plan two weeks before the presentation date. The pitch was to be approved by the
class, which would also give advice and ideas for further research.
Reflections
The students overwhelmingly endorsed the research approach, suggested the project be
replicated, enjoyed participating in an on-going project, took ownership of the project and
showed more motivation.
I was reminded that students come to the classroom as highly creative individuals with
different experiences and expectations, tried innovative teaching methods, felt
empowered by the research approach which is compatible with a teacher's heavy
workload and was motivated to explore its potential.
The quality of the presentations improved generally because the students were more
engaged and motivated; improvement continued throughout the project as group two built
on the experience of group one.
This project generated avenues of further exploration. I would like to explore with the
studentsthe teacher's role as a project facilitator, how my language expertise can be
best exploited by and for the students and ultimately, whether a third cycle would further
improve the students' learning experience and their talks.
katherine.moran@efrei.fr
10.3 Continuing professional development in a digital age
Ellen Darling British Council, Naples, Italy
Background
In recent years there has been a proliferation of online continuing professional
development (CPD) resources and tools available to teachers and managers. With the
advent of new technologies, teaching professionals all over the world are 'just a click
away' from accessing and sharing new ideas. While this is clearly a positive shift, it can
be difficult to find a way to organise professional development so that it is meaningful
and makes a difference to our teaching practice and repertoire.
In this presentation I focused on examples of CPD resources which are freely available
on the EnglishAgenda website and presented an approach which teachers and managers
might employ to organise and effectively manage their own and others' professional
development.
Planning CPD
The first thing to decide when starting to plan professional development is the direction
the teacher would like to take. There are several ways of identifying a direction for
development. These can be divided into two main areas. Needs can be identified; for
example, teachers may perceive something missing in their skills, knowledge and
experience, or they may identify a specific problem that has arisen with their classes, or
they may use ready-made external criteria to identify gaps. Alternatively, teachers can
focus on their interests and strengths and think about what element they are interested in
developing most, or what skills they need to develop for their chosen future career path.
Tools for (self-) evaluation
There are several tools that can be used to evaluate teaching skills and competencies, for
example the British Council Professional Development Framework, which has six career
stages, from newly qualified to specialised. Teachers can identify themselves within the
framework and then watch videos and find suggestions for potential action and directions
to take. Similarly, the recently launched Cambridge English Teaching Framework gives
suggestions for activities and courses according to the teacher's assessed progress level.
Other tools include the European Profiling Grid, which outlines language teaching
competencies and has the advantage that the evaluation can be saved online for future
reference and comparison [See 10.12. Editor]. The European Portfolio for Student
Teachers of Languages is a downloadable booklet and provides descriptors of the
necessary skills to develop in order to become effective language teachers. It is
particularly useful for use in teacher training contexts,
Conclusions
Teachers have never before had access to so many (often) free resources and we are
lucky to be part of a very generous and active online community. Lifelong learning
should contribute to sustained motivation in our careers, which are becoming longer as
the retirement age rises. Taking control of and planning our professional development in
a meaningful way will help teachers to be more empowered, successful and happy.
ellen.darling@britishcouncil.org
Reference
Davidson, G., F. Dunlop, D. Soriano, L. Kennedy and T. Phillips. 2011. 'Going forward:
continuing professional development for English language teachers in the UK'.
EnglishAgenda. http://englishagenda.britishcouncil.org.
Implementation
In 2012, Malta's EFL industry adopted a system of teacher portfolios; this formed part of
a CPD policy devised by a regulatory body in collaboration with the main stakeholders.
Using a case study approach, we explored the effects these teacher portfolios are having
on professional development. Nine teachers working at an EFL school were asked to
complete a questionnaire, and a semi-structured interview was held with each one.
Subsequently, the portfolio of every interviewee was analysed with the intention of
identifying how it was being used for professional development purposes.
Significance
The teachers use the portfolio as a means of organising various professional development
records, including CPD attendance certificates, self-evaluation reports and classroom
observation feedback. The latter two documents show that the portfolio is an important
means of engaging in self-reflection. In fact, one interviewee stated that the portfolio is 'a
method to reflect on how I've progressed as a teacher.' For these teachers the most
important documents in the portfolio are the observation feedback they receive from the
director of studies, the self-evaluation reports they write on their professional
development and observed lessons, and the profile they write about themselves as
educators. The opportunities afforded by the portfolio to reflect on beliefs and practices
were indicated by most interviewees. One of them explained, 'You could have been
teaching for many years but it's still essential for you to reflect because there is always
something you can improve on.'
Contribution
For almost all the interviewees the implementation of teacher portfolios has contributed
to professional development. They mentioned that the portfolio acts as a log of their
participation in various forms of CPD as well as a record of professional growth. One
teacher claimed, 'The importance of having a portfolio is that you can use it to look back
at the way you were in the past, to reflect on where you are now, and to think about
where you would like to be in the future.' Another interviewee maintained that the
portfolio 'imposes a certain discipline and commitment to take part in educational
seminars'. The teachers affirmed that the portfolio has led to professional change by
providing them with an instrument for self-reflection, a structured approach to classroom
observation and the incentive to attend CPD events more frequently. They also indicated
that as a result of the portfolio there has been a positive change in their attitude towards
teaching and CPD.
Moreover, the interviewees remarked that they have noticed a change in the school's
CPD culture due to the fact that teachers now have a heightened sense of accountability
and professionalism, give more value to self-reflection and manifest pride in professional
development. One teacher declared, 'The direction is more professional now. It no longer
feels as if you're just a housewife who comes in to teach for a couple of hours to fill in
your time Your development as a teacher is acknowledged. It's more concrete.' For
these teachers the portfolio seems to operate as a locus of professional development.
Challenges
Besides various benefits, our study highlighted a number of challenges associated with
teacher portfolios that need to be taken into account in developing a strategy for effective
implementation. The main challenges indicated by the teachers were the time needed to
keep a portfolio, the specific writing skills required to engage in self-reflection and
concerns with the portfolio's audience and purpose. One teacher confessed, 'I find it
difficult to write about myself I'm not used to it, and I find myself in an uncomfortable
position having to write about myself.' Her colleague explained that 'teachers agonise
over the purpose of the self-reflection and who is going to read it'. These challenges seem
to suggest that for successful implementation of a portfolio system teachers need to be
provided with more than just training that targets the knowledge and skills they need in
order to use this tool effectively. Training must also provide them with ownership over
the portfolio by convincing them that it is not primarily a means of appraisal but a
testament to their professional development.
daniel.xerri@um.edu.mt
carecampbell@icloud.com
Reference
Crookes, G. 2003. A Practicum in TESOL: Professional Development through Teaching
Practice. Cambridge: Cambridge University Press.
Background
The key constructs which provide the basis for this narrative study are reflective practice,
self-efficacy and continuing professional development (CPD). Reflective practice is
based on a process of learning from experience in order to evolve as a practitioner. Self-
efficacy is the belief in one's own ability to complete tasks and reach goals. Lastly,
continuing professional development can be any relevant learning activity, formal and
structured or informal and self-directed, undertaken by an individual to further his/her
professional development.
The teacher in this study has been teaching English to young learners for over 10 years.
We met regularly during the school year to reflect and discuss issues of her choice. We
recorded the sessions and used them to kindle further thought and questions between
sessions. My role as a 'critical friend' was to listen, provide feedback and ask provocative
questions to take her further in her reflection. The teacher examined her teaching in
multiple ways: through oral and written reflection, through trying out new teaching
approaches and by reflecting on recordings of her own teaching.
Professional development
At the onset of the study the teacher was very preoccupied with the idea of professional
development. She had given it a lot of thought, both her own development as a teacher
and how to encourage teachers to become more involved in their own CPD. She
described this inner need as follows:
This has been my way of doing things, and I don't see how it could have been any
different. I didn't reflect on my teaching because I was told toit came from within. It
came because of my incurable interest in the profession and the desire to look deeper,
learn more and try new things.
One of her first steps in her CPD was to join a reading group, a cross-disciplinary group
of women who read about and discuss a range of issues having to do with education and
human development. She said:
The group has helped me to reflect on myself as a teacher and professional in ways
that have not been possible in schools where I have taught. It has given me the
chance to question and discuss aspects about myself, my teaching and my feelings as
a teacher. Reactions and input from the others have expanded my views and planted
seeds for further thought.
Peer networking has also played an important role in her development:
After a few years of teaching, I made a point of contacting the English teachers'
association, attending a meeting and volunteering to sit on the board. I think this
step, which I took solely because of my own interest and the need to learn more and
meet other English teachers, was very important for my professional development.
Through the teachers' association I met a lot of practicing English teachers, learned
how the system works and participated in a variety of initiatives.
She believes that teachers should receive recognition and encouragement from the
workplace; unfortunately this has been lacking in her case and she is experiencing
burnout:
Now I think that I am simply tiredtired of trying to find a 'place' where I can learn
more, tired of seeing the lack of interest in my colleagues and tired of feeling so
alone.
However, her feelings of burnout are counteracted by the positive interaction and
feedback she gets from students:
I listen to what [my students] have to say about my teaching and the teaching
materials and I trust their opinions. Sometimes they come up with unexpected ideas
that I try to incorporate in my teaching.
Conclusions
Experiences and reflections from the teacher's CPD journey illustrate how ideas emerge
and teaching practices develop in interaction with self, students, teachers and others.
Outcomes of her journey have been new and rewarding challenges and projects which
have led to more networking and more opportunities. Her knowledge and experience
have expanded, and the benefits of her journey extend beyond herself to her students,
colleagues and others. She has come to recognise her strengths (self-efficacy) and to
follow her ambitions despite feelings of isolation and disappointment in her job setting.
Her professional development journey has been a fruitful one.
samuel@hi.is
The study
The need for recognition emerged as a constant main issue in a number of interpretative
qualitative inquiries focused on examining the emotional dimension of teaching in the
state of Veracruz in Mexico. This particular inquiry focused on 19 Mexican EFL teachers
from different educational institutions who are, at present, studying for an MA in TEFL.
Grounded theory was used to analyse their written personal response portfolio
submissions concerning the concept they have of their professional identities.
Conclusion
Teachers need some kind of sign that they, and their work, are appreciated. A sign of
recognition whether it be an action or a prize, a word of praise, improved job security or
working conditions will allow them to feel pride in their practice, a sense of spiritual
well-being, self-confidence, and self-esteem as teachers, and thus a sense of self-
actualisation. Without these feelings triggered by some form of recognition, both their
professional identity as well as their teaching practice may be slowly eroded.
scholesbarbara@yahoo.co.uk
References
Flores, M.A. and C. Day. 2006. 'Contexts which shape and reshape new teachers'
identities: a multi-perspective study'. Teaching and Teacher Education 22/2: 219-232.
Heikkinen, H. L. T. 2003. 'Becoming a teacherstruggling for recognition'. Paper
presented at the European Conference on Educational Research, University of Hamburg,
17-20 September 2003.
10.7 Told poems: how does a year studying peacebuilding change the
way I think about my teaching?
Leslie Turpin SIT Graduate Institute, Brattleboro, Vt., USA
The only way that individuals and collectivities can establish their harmlessness to
others is to accept unconditional (and unlimited) responsibility to and for the Other
(Clements 2012: 66).
Every moment-to-moment choice a language teacher makes can be considered in light of
how it promotes peace. Grounded in my experience attending a year-long peacebuilding
programme, this workshop explored how elements of an intercultural communications
course for language teachers could be enhanced by a foray into the field of peace studies.
To explore this link, participants created Told Poems (Porche 1998), an activity I have
often used with teachers-in-training in an MA TESOL programme.
Background
I began with an overview of the peacebuilding program I attended. Unlike me, many of
the participants in the programme had experienced, or were experiencing, war and its
aftermath first-hand. The challenge of this presentation was to bring my learning to others
through concrete teaching techniques without minimising the fact that internal change has
been the essence of my learning. The workshop focused on being peace more than doing
it: making the space and taking the time for meaningful shifts to occur.
The metaphor
The metaphor I used to describe my learning was a church in my town. I showed two
photographs of the outside of the building shot from the same angle and asked
participants to note observations. (See Figure 10.7.1.)
I then showed two pictures of interiors of a building and asked again for observations.
(See Figure 10.7.2.)
Figure 10.7.2: Church interior
These were followed by several photos which showed the story of the church being
burned to the ground and rebuilt. Although the building looks the same in the before and
after external photos, it has been transformed inside. The nailed-down pews were not
replaced and the interior of the sanctuary was left open. This change enabled the space to
be used not only for religious services but for dances, concerts, yoga and any number of
other things. The metaphor describes, I think, the internal transformations that we often
go through as teachershow we rebuild new 'open' space within existing structures
(bodies, classrooms, schools). Things can look the same without being so.
Reimagining pre-during-post
Then I showed the phrase 'pre-during-post'. What comes to mind? Previously, I thought
of reading and listening activities. Now, I think about conflict. I think of pre factors that
contribute to conflicts such as economic, political and social injustice, climate change,
fear of identity differences, misguided development interventions and proliferation of
weapons. I think of the loss during conflictchild soldiers, refugees, internally displaced
citizens, genocide, human trafficking and war economies. I think of the post-conflict
landscape, generational trauma, perpetual cycles of retribution or ones that lead toward
forgiveness, reconciliation and justice. This hasn't changed the way that I teach reading or
listening per se. Instead, it causes me to look more closely at students' contexts and to
value, emphasise and enhance as life and death skills things that I already work on in my
teaching: listening, empathy, dialogue, truth-telling and inquiry into multiple
perspectives.
This understanding has changed the way that I approach simple identity activities with
my students and, in the presentation, I shared a few examples of these (students' drawings
of identity spheres, cultural identity timelines) to demonstrate the potential of pre-, during
and post-conflict analysis.
Told Poems
The heart of the presentation was an abbreviated version of an activity called Told
Poetry. Participants worked in pairs. One told a story and the other (the scribe) recorded
the essential/emotionally laden words from the story into a cryptic recordwhat we
loosely defined as a poem. I do this activity as an introduction to my intercultural
communications course. It is a way to stress the fact that our cultural identity is made up
of stories shared in different contexts and to demonstrate how we are re-created by those
who listen to and recast our lives. As a result of the peacebuilding programme, I adapted
the activity by making the story prompt a memory of being excluded. Participants told
their stories to their scribe and worked in pairs to edit the poem until it felt 'true' to the
teller. The scribes read the poems aloud. Even in this truncated version of the activity,
several personal stories of exclusion emerged, transforming this simple activity.
Conclusion
The activity demonstrated how a simple shift of focus can enhance empathetic listening,
and storytelling. By examining dynamics of exclusiona force that cause conflicts and
inhibits their transformationanyone can foreground the responsibility of caring for the
other any time.
leslie.turpin@sit.edu
References
Clements, K. 2012. 'New wars-old wars: thinking creatively about the prevention and
transformation of armed conflict in the twenty-first century' in B. C. Goh, B. Offord and
R. Garbutt (eds.). Activating Human Rights and Peace: Theories, Practices and Contexts.
Burlington, Vt.: Ashgate.
Porche, V.1998. 'Told Poetry.' Community Works Journal 9 (Fall).
10.8 Forum on Curricular Issues (FOCI): An inter-institutional
network for building a professional learning community
K. Funda Akgl Zazaolu Izmir University of Economics, Turkey, William Kerr Ko
University, Istanbul, Turkey and Jonathan Smith Sabanc University, Istanbul, Turkey
Participants
In order to ensure efficient and focused discussion and an informal atmosphere, places
are limited to one representative from each institution. The representative should be a
member of a syllabus or curriculum team, or other teacher who is involved in curricular
development. FOCI events are held without charge to the participants; refreshments and
lunch are provided by the hosting institution. The language of the forum is English.
A typical example of focus group tasks
FOCI events started in May, 2010 with a theme of 'Common concernsmultifarious
responses'. Various other sessions included such themes as 'Enabling low-level learners'
success', 'Developing a curriculum that fosters independent learner competencies',
'Collaborating with colleagues to consolidate the curriculum', 'Pathways for progress/ ion:
what we do do, don't do and could do', 'The quest for the ideal course book', and
'Thinking critically about critical thinking in the curriculum'.
One very controversial and topical theme was:
'Standardisation: what are we sacrificing?' We make efforts to ensure that all our
learners are provided with the best possible materials, teaching methods and fair and
objective assessment procedures. But does this mean we should strive for uniformity
in the delivery of curriculum so that every learner's experience is identical? What do
we mean by 'standardisation'? How and to what extent are our programmes
standardised? Is there room to meet individual learners' needs? What are the
implications for teacher and learner autonomy? Are teaching and learning being
sacrificed in the name of standardisation? Can the curriculum allow for
standardisation without sacrificing teacher and/or learner autonomy? This FOCI
event will attempt to clarify the concept of 'standardisation' and its effects on the
curriculum.
Over the two-day session, small focus groups passionately discussed and debated,
preparing for final presentations in the last hours of the Forum.
What is CPD?
CPD stands for 'continuing professional development' and generally signifies the process
of continuing growth of a person after joining a profession. The notion of CPD draws a
difference between staff development (capacity building of the organisation) and
professional development (capacity building of the individual). In this sense, CPD views
professionals as lifelong learners.
In education, CPD is practised within a narrow and a broad view. The narrow view
imparts skills and knowledge in order to deal with specific new requirements, for
example, the use of a new textbook. On the other hand, the broad view sees CPD as a
deeper and longer-term process in which professionals continuously enhance their
knowledge and skills and their understanding and maturity, and grow both as
professionals and as individuals. Most educators in today's world see CPD in its broad
sense. Thus Padwad and Dixit (2011: 7) define CPD as 'a planned, continuous and
lifelong process whereby teachers try to develop their personal and professional qualities,
and to improve their knowledge, skills and practice, leading to their empowerment, the
improvement of their agency and the development of their organisations and their pupils.'
However CPD is not an easy process. In terms of teacher professionalism, Hargreaves
(2000) points to the current status of CPD as being marked by a struggle between de-
professionalising (negative) and re-professionalising (positive) forces. Educators need to
understand these critical forces to plan and support CPD in their own context.
CPD in Bangladesh
With the advent of the introduction of the CLT approach in the late 1990s, there have
been several initiatives on teacher development but most attempts have favoured an in-
service training approach with short-term goals of acquiring a set of skills and/or some
knowledge. Thus the narrow view of CPD has been followed. There is no recognition of
CPD as a lifelong, continuous process. This exemplifies what Hargreaves (2000) calls the
de-professionalising force.
The reason for this state of affairs in-country range from a top-down transmissive
educational culture, myopic state policies regarding teacher development, the teachers'
ingrained beliefs of their roles and practices, and societal expectations of teachers' roles
as knowledge providers. In addition, private tutoring by teachers, spawned by an outdated
assessment system that encourages rote learning, has a backwash effect on teaching and
learning. In such a set-up, most teachers themselves seem hardly interested in
professional development, let alone CPD.
Coping with change tactics
Introducing innovation and change is a difficult endeavour. Wedell (2009) suggests 're-
culturing' be undertaken by those bringing in change, clearly as a response to the local
culture and context. Care and sensitivity need to be exercised in connecting to teachers'
beliefs, thus enabling then to clarify their prior perceptions and helping then to elaborate
and develop their schema about learning and teaching. In short, educators need to provide
teachers with pathways of linking their own beliefs to current knowledge regarding
professionalism.
Other issues include encouraging policy dialogues and developing a long-term strategy
for sustaining CPD. Research is an imperative. Research findings can provide insights for
(a) academic and practical components of CPD; (b) policy makers who need to have
appropriate information about CPD theory and practice; (c) teachers/ student teachers
who are seeking to develop themselves; and (d) teacher education managers who are
looking for ways of establishing more effective systems for teacher development in their
specific contexts.
References
Hargreaves, A. 2000. 'Four ages of professionalism and professional Learning'. Teachers
and Teaching: Theory and Practice. 6/2: 152-82.
Padwad, A. and K. Dixit. 2011. Continuing Professional Development. An Annotated
Bibliography. British Council India.
Wedell, M. 2009. Planning for Educational Change. London: Continuum.
10.10 Locating CPD in tertiary English teachers in India
Sabina Pillai Delhi University, New Delhi, India
Cambridge English Teacher Training Scholarship winner
Introduction
My presentation was based on a research project I undertook as member of the British
Council, India's English Think Tank team. After the presentation, I gained tremendous
insights from the discussion that followed. I found that some of my audience from South
Asia agreed with the findings of my study while others from the UK and Middle East
found the situation intriguing as it differed from their own realities.
In this study I investigated the status and role of continuing professional development
(CPD) among a small cross-section of tertiary-level English teachers in India and
ascertained their views about a tool like a personal development plan (PDP) to help them
initiate or sustain it. My focus was on whether this cohort of teachers had considered
CPD at all, and if they had made any self-motivated efforts to develop themselves.
The qualitative data was collected in 2012 by a triangulation method to increase the
reliability of the findings. The first kind of evidence I derived was from a questionnaire,
sent out to teachers in various colleges and universities. The second source was collected
from five informal and voluntary teacher narratives. The third type of evidence was
documented information about the provision of CPD in two leading universities, Delhi
and Mumbai.
Background
Blackwell and Blackmore (2003: 23) state that 'staff expertise is the most important asset
in a university; without it literally nothing can be achieved'. But they also state that most
higher education systems have a very low entry requirement for teaching expertise. This
leads to a situation where academics normally practice with few or no skills in teaching
pedagogy, banking on what Lortie (2002: 61) calls the 13,000 hours of 'apprenticeship of
observation' of their own days as students observing their teachers.
Furthermore, CPD is an unfamiliar term in higher education, with no accepted definition.
Tertiary-level teaching is also caught between sets of competing priorities: a greater
emphasis on knowledge content than on the craft of teaching, greater perceived glory in
pursuing research than teaching and demands of administrative responsibilities diluting
teaching. Ironically, universities, which are conventionally a formal source of CPD for
other professionals (Blackwell and Blackmore 2003) seem negligent of this need among
their own staff.
Most tertiary-level teachers accept the institutional view of CPD as a product to be
notified to others by participating in mandated training, rather than being a process to be
assimilated internally for the teacher's own development as a person and a professional.
The institutional view of CPD as a quantifiable, product-based action on the teachers' part
is at variance with the general view in research and literature of CPD as a self-initiated,
reflexive process of critical reflection and personal and professional development.
My study
My study aimed to assess the respondents' awareness of CPD. It further suggested the
concept of a personal development plan (PDP) as a viable option to pursue it. As
Megginson and Whitaker state, 'Continuing professional development is a process by
which individuals take control of their own learning and development, by engaging in an
on-going process of reflection and action' (2007: 3). The questionnaire was sent to 50
teachers pan India, of which only 15 responded. I must, therefore, state that it is by no
means a representative study.
Conclusion
My presentation concluded with a lively discussion on the many issues it raised. It has
made me resolve to expand the scope and extent of my study and to publish my findings
in due course.
sabinapillai2000@yahoo.com
References
Blackwell, R and P. Blackmore (eds.). 2003. Towards Strategic Staff Development in
Higher Education. Maidenhead, UK: Society for Research into Higher Education and
Open University Press/McGrawHill Education.
Lortie, D. C. 2002. Schoolteacher: A Sociological Study (second edition). Chicago:
University of Chicago Press.
Megginson, D. and V. Whitaker. 2007. Continuing Professional Development (second
edition). London: Chartered Institute of Personnel and Development.
Summary
Defining and describing language teaching competences is not a simple matter. The final
version of the EPG and the e-Grid are valuable tools for both teachers and managers that
have been shown to work across borders and languages. The EPG aims to raise standards
by encouraging teachers to regularly assess and reflect on their own teaching
competences, and by enabling their managers and trainers to compare and discuss the
similarities and differences between their assessments and teachers' own self-
assessments.
rrossner@eaquals.org
References
Kelly M. and R. Grenfell. 2004. European Profile for Language Teacher Education: A
Frame of Reference. www.lang.soton.ac.uk/profile/report/MainReport.pdf.
Newby, D., R. Allan, A. Fenner, B. Jones, H. Komorowska and K. Soghikyan. 2006. The
European Portfolio for Student Teachers of Languages. EPOSTL.
http://archive.ecml.at/mtp2/fte/pdf/C3_Epostl_E.pdf.
10.13 Open Space: an alternative and spontaneous conferencing
methodology
Adrian Underhill Freelance, Hastings, UK
At the IATEFL Conference in Harrogate about 60 people gathered for an experimental
taster of an alternative conference format known as Open Space. This was facilitated by
Adrian Underhill, Ros Wright and Margit Szesztay with the aims of raising awareness of
conference modes that might complement our existing ones and giving delegates tools to
use in their own work with groups.
OS rounds 1 and 2
Our focus question 'What is a burning issue for you in ELT today?' elicited about 30
post-its. Here are a few examples:
What would an interactive e-book for seniors look like?
Teaching students to write extended academic essays
Managing 1:1
Teaching ideas to support EL for offender learners in UK
Why is English as the medium of instruction suddenly a topic of discussion?
What is the best way to implement a CLIL programme?
How does an educational institution share vision so everyone moves in the same
direction?
and so on. There were so many that it took us some time to sort out the sessions.
(Lessons we learnt during this stage were: have a more focused conference question than
our rather general one to start with; invite fewer post-its per round; and make sure the
proposer announces/clarifies his or her topic aloud.)
We then conducted the first round with about six parallel sessions lasting 30 minutes. A
plenary feedback followed on the content of the sessions, and then we solicited topics for
round 2 taking account of the lessons learnt so far (mentioned above). One of the sessions
proposed in round 2 was 'I have to do a presentation in three weeks on behaviour
management in the classroom and how to deal with confrontation and I need some help
with this'. This was seen as an example of a good OS topic in that it was focused and had
a clear need, outcome and time frame. Quite a few opted for this session.
Writing was invented independently in all the ancient civilisations in the period 3,500
BC-1,000BC. However, it was not until the Middle Ages that writing became a
technology available to education. Paper was invented in China in the 2nd century BC
and travelled to Europe in the 13th century, when the first paper mills were constructed.
It is safe to assume that paper became available to students around the 14th century.
Paper makes it possible for students to record the main thoughts they hear from their
teacher and also to write down their own thoughts. The decimal system for writing
numbers was invented in India around the 3rd century BC, became prevalent around the
6th century AD and travelled to Europe in the 11th century. It is reasonable to suppose
that early years numeracy education using paper would have started in the 13th century.
This would have caused a great change in the teaching learning process. The emphasis
from listening to writing and reading would have profoundly changed our ideas about
what is important for children to learn. It is around the 13th century that literacy and
numeracy would have entered the primary school, although they would have been taught
using the methods and classrooms of the oral tradition.
Things changed dramatically with the advent of printed books and examinations using
paper. This was introduced in England in the early 19th century. Examinations change
both teaching and learning. Teachers who 'prepare' children for examinations are focused
on developing children's memories to reproduce answers to expected questions. Learners
getting ready for an examination memorise answers to expected questions. There is an
assumption that, in this process, the learner will actually understand the material he or she
is memorising. However, neither the learner nor the teacher would have actively tried to
ensure any understanding. This situation remains, by and large, in all countries today.
From this brief historical discussion we see that the introduction of new technology has
profoundly affected primary education through the ages. The introduction of reading and
writing changed the emphasis of early childhood education from listening and reciting to
good spelling, handwriting and reading comprehension. The introduction of the decimal
system brought numeracy to the very young. As more technology emerged, around the
early 19th century, we notice also that the real-world technology that was used for
solving technical problems rulers, compasses, dividers, protractors, paper, pens and
later, logarithm tables and slide ruleswere all introduced into the examination hall. In
other words, the learner was expected to prove that he or she was capable of solving real
world problems the way they are solved in the real world. The teachers, in order to cope
with this system of examination, would encourage learners to use all of these
technologies. The curriculum, too, would integrate these technologies and include them
in the skills that children need to learn. During the industrial revolution, knitting, sewing,
kitchen automation and a host of real world technologies entered the primary school.
Changing technology and examinations changes schooling
(www.battleofideas.org.uk/index.php/site/battles/1072).
Primary education remained mostly unchanged throughout the world during the 18th and
19th centuries. The world, during these periods, was mostly divided into empires created
by European countries as a consequence of the invention of guns. Older civilisations and
empires that did not have firearms were quickly colonised by the western empires. In
order to administer a colonised world, the empires invented administration and
management, essentially a system of data processing using people as the computing
elements. Data was processed by clerks and transmitted physically on paper using ships
as the main form of transportation. Communication was through a chain of command,
invented earlier by the military.
In order to produce the large number of clerks needed to administer empires, primary
schooling had to adopt a factory model, aimed at producing identical and interchangeable
clerks. The skills most needed by clerks and other officials in the chain of command were
reading, writing and arithmetic. These became the three pillars of primary education and
continue to be so, centuries after the empires ended. The military-industrial-
administrative machines of the age of empires, needed to have strict rules of dress,
behaviour and conduct. These were introduced into primary education through religion
and discipline.
In most countries, only a few schools were created that had a more liberal education
policy. Here, the emphasis would be on philosophy, history, science, the arts and
literature. These schools were designed to produce the people who would be at the top of
the chains of commandthe ones who would actually own and enjoy the lands they ruled
over. Meanwhile, technologies and new findings from the older civilisations and empires
such as gunpowder and tea from China, opium and mathematics from India, architecture
from Greece and the Middle East, tobacco, potatoes and chillies from the new world, all
went into the creation of an industrial and technological revolution in Europe. Schools
became the manufacturers not just of clerks but also accountants and factory workers.
New inventions in science and engineering became frequent but confined to the people
who came from elite schools and universities. The age of empires slipped into the same
errors committed by the empires of earlier agesBrahmanism and the division between
the working classes and their masters.
For the average school of those times, curriculum needed to be changed once every 50
years of so and the process of changing curriculum, examination systems and teaching
methods were geared to that pace of change. It remains so today. Just as guns had
changed an age, two inventions were to change the age of empiresthe telephone and
the digital computer. By the mid-20th century, computers had begun to replace the clerks
in the lowest layers of the military industrial-administrative machine, while the telephone
was shortening chains of command. Empires disintegrated rapidly, to be replaced by
other, mostly experimental, forms of governance.
Schools struggled to cope with these changes. Computer-assisted education, computer-
aided learning, programmed instruction and computer-based teaching were all attempts to
replace teachers with machines that would, we hoped, close the gap between the lite and
the common. These attempts were doomed to failure because they assumed that for
learning to happen, there must be a teacher, a classroom of 36 square metres, 30 children
and classes of about an houra model inherited from the oral tradition of 5,000 years
ago. Curricula around the world remained staticit assumed a top-down hierarchical,
predictable and controllable world that progresses slowly. There was still no reason to
believe otherwise.
Three quiet revolutions in science, all around early or mid-20th century, were saying
something vastly different about the way things work. Information and disorder are
related (Shannon 1948); the act of observation changes the observable (Heisenberg
1927); and connected things show emergent properties not expected from them (Huxley
and Huxley 1947).
The world of physics changed in the 20th century from an ordered, well-understood,
controllable model to a chaotic, probabilistic one. We are still struggling to understand a
Universe that is governed by probability, chaos and emergence. Schools, and the working
classes they continue to produce, know nothing of this. Others, the clerks and their
managers, are in denial. They still hide in a mythical orderly world where things happen
by design.
Meanwhile, towards the end of the 20th century, computers began to connect to each
other over telephone lines. By the year 2,000, millions of them were connectedby
2010, billions. Connected by wireless, electromagnetic signals, the biggest network of
information exchanging entities, the Internet, was passing more bits of information back
and forth than there are stars in the Universe. From that cloud of chaotic interconnection
there has to come emergent order. We know that.
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Heisenberg, W. 1927. 'Ueber den anschaulichen Inhalt der quantentheoretischen
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