Blended Learning in English Language Teaching: Course Design and Implementation

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teacher development courses should provide trainees with as much experience as possible of different modes, resources, procedures and techniques and to help the trainees through reflection and constructive criticism to consciously consider their application to the teaching of languages in the contexts within which the trainees will be operating in after the course. Having summarised some of the undoubted benefits of blended teacher development courses reported in Part 2, I would now like to point out what I think are the dangers of delivering too much of a course electronically in order to solve practical problems of time and attendance. I have been a teacher developer for 40 years and I am convinced that there are some aspects of a development course that can only be delivered effectively face-to-face and others which are better delivered face-to-face than online. In my view it is important that trainees observe experienced teachers live in the classroom. Videos can give the trainees useful vicarious experience of teaching techniques but videos are often edited and carefully selected versions of the classroom and (unless the centre has multiple cameras and microphones available) they cannot provide a complete picture of the effect of the ‘teaching’ on the learners. Trainees need to be present in the classroom to listen to and observe learners, as well as teachers (especially if the learners are working in groups and pairs), as well as to experience what being in a school is like. I know of one initial training course which is actually delivered live in a school and the trainees really appreciate observing teachers and learners both inside and outside their classrooms. I also think that it is necessary for trainees to be monitored and assessed live in the classroom, as that way the observer can take into account the formal and informal interaction between teacher and learners, the formal and informal interaction between learners and the effect of the lesson on the learners, rather than just focusing on the teacher and his/her techniques. I also think that the feedback on a trainee’s lesson needs to be delivered live. In order to give feedback in the sensitive, supportive and constructive ways that will maintain trainee esteem and encourage development the monitor/assessor needs to relate to the trainee as a fellow human being who happens to have greater experience and the advantage of observing the lesson impartially. This could possibly be achieved electronically but you would need to have the writing skills of Shakespeare to achieve it. In my experience, developing materials in small groups can be a very effective way of helping trainees to think about and apply what they have learned on the course about language and its acquisition (Tomlinson, 2013b). This can be done usefully online but I think it is far more valuable for trainees to collaborate and spark each other off face-to-face. The excitement and raising of self-esteem which quick and effective face-to-face group development of materials can stimulate far exceeds that which collaborative online materials development typically achieves. Excellent materials can be developed collaboratively online but in my experience it can be a frustrating and time-consuming process and not as much is gained from the experience as developing the materials face-to-face. 126 | Comments on Part 2
Learning a new language and reflecting on the process of doing so can be an extremely useful component of a teacher development course. Of course, the new language could be learned online but this experience would have less value in terms of professional development. I act as moderator for an initial teacher training certificate and trainees on its courses all over the world are very appreciative of the insights learning a new language face-to-face gave them about such human attributes of the good language teacher as empathy, a sense of humour, patience and the ability to interact informally with the learners. It is appreciation of these human attributes (Tomlinson, 2008) that is a pre-requisite for the personal and professional development of the trainees and I think they can only be truly appreciated through reflection on live experience. References Tomlinson, B (2008) The good language teacher. Folio 12/2: 20–23. Tomlinson, B (2013a) Second language acquisition, in Tomlinson, B (ed) Applied Linguistics and Materials Development. London: Bloomsbury, 11–30. Tomlinson, B (2013b) ‘Materials development courses’, in Tomlinson, B (ed) Developing Materials for Language Teaching. Second edition. London: Bloomsbury. Comments on Part 2 | 127
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Blended Learning in English Languag
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ISBN 978-0-86355-706-4 © British C
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Part 3 - English for Specific Purpo
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Acknowledgements We would like to t
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To address this deficit I proposed
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Introduction This introductory chap
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an almost identical definition in h
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■■ Learners’ expectations - l
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To achieve a ‘principled approach
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its weakness in speaking.’ Contra
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References Adair-Hauck, B Willingha
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Rossett, A, Douglis, F and Frazee,
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1 A collaborative online reading an
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engaging approach to teaching, wher
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page evaluation strategies, and col
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Conclusion Students received course
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2 Blended learning in English for A
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All in the blend Reports on the app
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level of agreement or disagreement
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Hyland, K and Hyland, F (1992) Go f
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Why blend? The decision to offer th
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to complete during the before, whil
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In addition, there are a number of
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Turgut, Y (2009) ‘EFL learners’
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■■ English for Academic Purpose
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Figure 1: Stages of the incorporati
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Table 3: Schedule for Unit 1 Week U
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Internet - links and WebQuests: Som
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References Allan, M (1985) Teaching
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My advice to intending EAP course d
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5 A blended learning teacher develo
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The face-to-face element Because of
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ookmarking because social bookmarki
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3. User experience - feedback on th
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Comments on Part 3 Brian Tomlinson
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17 A thinking-based blended learnin
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In each of the above parts, the lea
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Figure 1: Cycle of working with gra
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Model by JP, Form 10 Structure Mode
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Recommendation 2 Ensure that the on
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Sokol, A (2008) Development of Inve
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Moreover, as a result of increased
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In general, the students remarked t
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19 Students’ CALLing: Blended lan
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The students were taken to the comp
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When considering blended learning,
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Introducing Macmillan English Campu
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In both scenarios, the ratio of con
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attending scenario 1 courses. The o
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Comments on Part 4 Brian Tomlinson
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Conclusion Claire Whittaker
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Table 1: Neumeier’s (2005) framew
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Reasons given in the literature for
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Software Author and Chapter New Lea
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Keedwell’s (Chapter 13) blend on
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Table 7: Learning theories, languag
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What will the interactional pattern
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Whittaker (Chapter 16) believed tha
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Summary This chapter draws on the l
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Appendix 1 - Questions for blended
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Contributors Peter Aborisade lectur
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Jody Gilbert taught in post-seconda
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Juanita Pardo-González (BA Hons in
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The British Council is pleased to o
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Blended Learning in English Language Teaching: Course Design and Implementation

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