Blended Learning in English Language Teaching: Course Design and Implementation

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Procter, C (2003) Blended Learning in Practice. Paper presented at the Education in a Changing Environment Conference, 2003, Salford, UK. Available online at www.ece.salford.ac.uk/proceedings/papers/cp_03.rtf Salmon, G (2000) E-Moderating: The Key to Teaching and Learning Online. Kogan Page Limited: London. Staker, H and Horn, B (2012) Classifying K-12 Blended Learning. Innosight Institute White Paper, May 2012, New York, USA. Available online at www.innosightinstitute.org/ innosight/wp-content/uploads/2012/05/Classifying-K-12-blended-learning2.pdf Tomlinson, B (1998) Materials Development in Language Teaching. Cambridge, Cambridge University Press. Blended learning for English for occupational purposes | 153
14 A longitudinal case study of the ‘blends’ used on courses between the British Council in Bulgaria and Siemens Enterprise Communications Bulgaria Edward Russell Context The British Council in Bulgaria developed a new kind of course in response to changes in the local market’s demands over a six-year period. Our corporate clients, mostly from the information technology and telecommunications sectors, demanded a unique mix of English language support and business skills, such as those relating to customer services, to improve their engagement with new customers. This mix of input, is in a way a blend as described by Oliver and Trigwell (2005: 17): ‘the combination of a number of pedagogic approaches, irrespective of the learning technology used’. The blend we used over a series of courses was a mix of pedagogy (drawing on content and language integrated learning and task based language learning), and a mixture of technologies. Our teaching centre sought to meet these mixed needs and we began experimenting with the delivery of a Customised Business English Course (CBEC) developed initially by Jamie Mann of the British Council in Bulgaria. Later we sought to overcome timing issues by using face-to-face and online tools, the classic ‘blend’ that Oliver and Trigwell (ibid.) describe as ‘the integrated combination of traditional learning with web based online approaches’. A CBEC delivers a blend of language, soft skills and content instruction, the idea being that in order to improve the clients return on investment we could take the opportunity to combine business skills with language instruction and write each course based on the client’s unique specification. It allowed us to borrow key components from freestanding workshops and embed relevant elements within these. In this case, the needs were initially seen as being support with speaking (to clients on the telephone), writing (emails, reports), customer service skills, and general English language training. This was to be delivered for 150 of Siemens’ telecommunication engineers who supported clients in the US market. Courses were developed through needs analysis of participants and input from the clients. The results showed that participants would benefit not only from language input and practice, but also from greater awareness of the modes and text types that are used to communicate externally and internally. The fact that the partnership with Siemens was longitudinal A longitudinal case study of the ‘blends’ | 155
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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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and instructional design of the onl
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Encourage learner autonomy and refl
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packages, setting up online account
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Clearly there are advantages to hav
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Lessons learned When deciding what
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References Osguthorpe, RT and Graha
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The learner and the context Althoug
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typically involve writing or applyi
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where possible, to bring them toget
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8 Blended learning: The IDLTM exper
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learning and characteristics, and k
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There is a fourth activity type in
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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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