Blended Learning in English Language Teaching: Course Design and Implementation
Blended Learning in English Language Teaching: Course Design and Implementation
Blended Learning in English Language Teaching: Course Design and Implementation
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dur<strong>in</strong>g <strong>and</strong> beyond the course. Indeed, the onl<strong>in</strong>e <strong>in</strong>put material rema<strong>in</strong>s available<br />
to the tra<strong>in</strong>ee for a year follow<strong>in</strong>g the end of the course.<br />
The course was first piloted at IH London <strong>in</strong> April 2011 <strong>and</strong> <strong>in</strong> September 2011 the<br />
course was available to other CELTA centres.<br />
The blended model compared with the face-to-face model<br />
The ma<strong>in</strong> course elements of the face-to-face CELTA programme (120 hours) are<br />
as follows:<br />
a. <strong>in</strong>put sessions on teach<strong>in</strong>g methodology<br />
b. teach<strong>in</strong>g practice (a total of six hours to at least two different levels) with feedback<br />
from tutors<br />
c. supervised lesson plann<strong>in</strong>g<br />
d. four written assignments<br />
e. observation of experienced teachers (six hours)<br />
f. mid-course tutorials<br />
g. a written record of all tra<strong>in</strong>ees’ work.<br />
The new blended programme (also 120 hours) is distributed across web-based <strong>and</strong><br />
face-to-face elements as follows:<br />
Onl<strong>in</strong>e elements Face-to-face elements<br />
• 30 <strong>in</strong>teractive <strong>and</strong> multimedia onl<strong>in</strong>e units on<br />
teach<strong>in</strong>g methodology <strong>and</strong> language analysis.<br />
• Asynchronous collaborative onl<strong>in</strong>e tasks<br />
(<strong>in</strong> discussion forums).<br />
• Video observations of experienced teachers<br />
(three hours).<br />
• Synchronous sessions us<strong>in</strong>g a live classroom.<br />
• Four written assignments.<br />
• Onl<strong>in</strong>e portfolio of work.<br />
• Additional key resources.<br />
Either onl<strong>in</strong>e or face-to-face<br />
Mid-course tutorials<br />
• Teach<strong>in</strong>g practice <strong>and</strong> tutor feedback<br />
(six hours).<br />
• Supervised lesson plann<strong>in</strong>g.<br />
• Observations of experienced teachers<br />
(three hours).<br />
The sequence of the 30 onl<strong>in</strong>e units was chosen with these considerations:<br />
■■ Offer<strong>in</strong>g ‘Focus on the Learner’ as the first unit emphasised for tra<strong>in</strong>ees the place<br />
of the learner at the centre of the learn<strong>in</strong>g process.<br />
■<br />
■ It follows a ‘whole to part’ tra<strong>in</strong><strong>in</strong>g model, <strong>in</strong> which tra<strong>in</strong>ees watch complete<br />
lessons <strong>and</strong> then these are explored for the useful elements of effective teach<strong>in</strong>g<br />
they demonstrate, for <strong>in</strong>stance classroom management issues <strong>and</strong> deal<strong>in</strong>g with<br />
mean<strong>in</strong>g, form <strong>and</strong> pronunciation. An example of a ‘thread’ over several units is<br />
that the tra<strong>in</strong>ees watch a teacher use an authentic news story about a five-year<br />
old w<strong>and</strong>er<strong>in</strong>g <strong>in</strong>to an unlocked bank. The tra<strong>in</strong>ees see the teacher first create<br />
<strong>in</strong>terest <strong>in</strong> the story, then exploit it to develop read<strong>in</strong>g skills <strong>and</strong> f<strong>in</strong>ally to allow<br />
learners to explore <strong>and</strong> experiment with language from the text.<br />
The Cambridge CELTA course onl<strong>in</strong>e | 113