tec_15_-_conference_brochure_low_res

Day 3: Sunday 1 March
Time Venue Activity
10.15 – 11.30 Various PARALLEL SESSION 1 continued
participated in the study. The need for advancement in teaching practices
is discussed before the conduct of the research and the fruitful outcomes
are outlined in detail.
Venkateswara Udayakumar is a research scholar, working as Associate
Professor in the Department of English, St Joseph’s College, Chennai.
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10.15 – 10.45 101 Transforming classroom practices with the aid of audio-visual teacher
professional development materials, Shahanaj Parvin
Classroom pedagogy explained only through definitions and discussions
are not enough to equip underprivileged rural teachers with skills to apply
in everyday teaching. Instead audio-visual materials can help them
internalize and practise the techniques more efficiently. English In Action
(EIA), a language development project in Bangladesh, has initiated a
programme using a combination of audio-visual and print-based materials
with the aim to make classroom teaching more contextual and interesting
compared to traditional practices.
Shahanaj Parvin, Senior Core Trainer in English In Action, is working in
the field of teacher education in Bangladesh.
11.00 – 11.30 The potential of dialogic interaction as a tool for mediating learning
during pre-service teacher education, Mike Chick
This paper examines how an emphasis on dialogic interaction and
exploratory talk during post-teaching meetings can be beneficial to preservice
Second Language Teacher Education (SLTE). The ways in which
such an approach promotes long-term reflective practice and how inquirybased
talk raises awareness of the complexity involved in developing
pedagogic expertise will be discussed. In addition, research findings
relating the importance to effective dialogic teaching of a linguistic and
methodological knowledge base will be presented.
Mike Chick is the award leader for the BA TESOL (Minor) Degree at the
University of South Wales.
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10.15 – 10.45 102 Gauging learner-centredness of a language teacher-educator in India:
experiences from a DIET (District Institute of Education and Training),
Sumita Sarkar and Sarita Pandey
To learn actively in school, language, as the medium of instruction, has to
be learner-centred for primary school entrants. This presentation looks at
a case study of how a teacher-educator introduced language issues to her
class of student-teachers in a DIET. This ethnographically led research
collected data from classroom observations and semi-structured
interviews and analysed it thematically. What emerged in a lively
classroom discussion were challenges to the current three language
formulae, and many alternative suggestions.
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