tec_15_-_conference_brochure_low_res

Day 3: Sunday 1 March
Time Venue Activity
14.00 – 14.30 Various PARALLEL SESSION 3 continued
Ravinarayan Chakrakodi has an MA TESOL with distinction from
Lancaster University, UK, and works at the Regional Institute of English,
Bangalore.
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14.00 – 14.30 G01/02 Integrating English with content learning in wet weather conditions in
India, Mike Scholey
A second/foreign language has long been regarded as just another
subject in the curriculum, whereas it is really more of a social and
occupational/professional communication skill for all curriculum subjects.
This presentation – relevant to teachers, teacher-educators and policymakers
– will argue why, and illustrate how, more effective language
learning could be integrated into the primary school English curriculum –
in a non-EMI environment – in order to better develop students’
proficiency in English.
Mike Scholey has 45 years' experience as a practitioner, trainer and
consultant in ELT, and has worked in over 20 countries.
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14.00 – 14.30 G03 Teachers’ knowledge of English word structure: the missing
foundation, Shruti Sircar
Reading research supports the necessity for teaching about English word
structure to beginning readers. In the paper, primary teachers of reading
examined for this prerequisite awareness of language elements (e.g.,
phonemes, morphemes) and of how these elements are represented in
writing. The paper illustrates common gaps in teachers' knowledge and
explains why they exist. It argues for a lower level language mastery to be
made essential for a teacher education programme.
Shruti Sircar is an Associate Professor, Department of Linguistics and
Contemporary English at the English and Foreign Languages University,
Hyderabad.
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14.00 – 14.30 G04 Affinity in curriculum for distance English language teacher education
programmes in India, Pranjana Kalita Nath
This presentation will first analyse the curricula of three distance
postgraduate programmes of English language teacher education in India
to show the common priorities in such programmes. It will then discuss
the possible pedagogical implications of the similarities and differences of
the contents of the curricula. There will be deliberations on why and how
the affinity among the curricula is important. Besides having academic
implications, the deliberations will hopefully have policy implications as
well.
Pranjana Kalita Nath is a PhD Research Student (UGC-SRF) in the
Department of English Language Teaching, Gauhati University, Assam,
India.
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