tec_15_-_conference_brochure_low_res

Day 3: Sunday 1 March
Time Venue Activity
14.00 – 14.30 Various PARALLEL SESSION 3 continued
14.00 – 14.30 G05 Trinity College Certificate Teaching English to Speakers of Other
Languages (Kerala): candidates’ qualifications and results, Helen
Macilwaine
The experience of developing the Certificate in Teaching English to
Speakers of Other Languages as part of the Oxford TEFL group and
validated by Trinity College London will be presented. This will be followed
by an analysis of the course participants comparing their academic
qualifications with their performance on the course. The implications for
teaching English communicatively in India will be considered.
Helen Macilwaine is Academic Manager, International Cochin
International Language Academy Oxford TEFL, Kerala, and Course Director
of Trinity College Cert TESOL.
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14.00 – 14.30 101 Developing pronunciation, Rustom Mody (British Council workshop)
In this workshop, participants will experience some fun activities for
developing pronunciation, reflect on their benefits and suitability for
training their own learners and/or teachers, discuss how/when to set them
up, and how best to encourage teachers to use them in their classes. This
workshop is suitable for teachers and teacher trainers wishing to include a
practical focus on pronunciation in their teaching/training.
Rustom Mody is the Senior Training Consultant for the British Council,
North India. He has worked with the English Partnerships team on a range
of teacher development projects since 2009.
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14.00 – 14.30 102 Collaborative action research: an effective tool to research, reflect
and renew teaching practices, E. Krishna Chaitanya
This paper reports the advantages that teachers experienced after
conducting collaborative action research (CAR). Thirty in-service ESL
teachers teaching professional courses in Hyderabad were given training
on CAR with an aim to explore a few problems in their teaching practices
and to find appropriate solutions. Research tools like questionnaires and
classroom observation were used to elicit data. Profound implications are
found in terms of enhancing teachers’ classroom research skills, reflective
thinking and innovative teaching practices.
E. Krishna Chaitanya is Faculty of English, MGIT, Hyderabad. He is MA, M
Phil., PGDTE, submitted PhD. His research interests are ELT and ESP.
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14.00 – 14.30 103 Implementing the change from summative to continuous assessment,
Lisa Walsh
Summative assessment is often criticised for having a negative effect on
teaching. Yet, it dominates most educational contexts. This presentation
highlights the issues involved in changing from a ‘testing’ culture to a
continuous assessment system. Based on the English Language Teacher
Development Project (ELTDP) in Malaysian Borneo, the presentation
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