tec_15_-_conference_brochure_low_res

Day 3: Sunday 1 March
Time Venue Activity
14.00 – 14.30 Various PARALLEL SESSION 3 continued
focuses on how to educate stakeholders about the theoretical and
practical implications of this change and the positive and negative impact
of assessment on teaching.
Lisa Walsh has been an English Language Teacher Development Mentor
with the British Council in Malaysian Borneo since 2011 working with local
primary school teachers.
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14.00 – 14.30 104 The potential of online in-service teacher training: an Omani
perspective, Sarah Rich and Salima Al-Sinani
In this talk we reflect on the introduction of a British Council teacher
training programme selected by the Ministry of Education in Oman to
complement existing face-to-face teacher training provision for
experienced state school teachers of English. Drawing upon evaluation
data we describe the benefits and challenges of online training provision
identified and consider the implications of this for the effective delivery of
future online training in Oman and elsewhere.
Sarah Rich works as a training advisor for the Ministry of Education in the
Sultanate of Oman.
Salima Al-Sinani is a teacher trainer with the Ministry of Education in the
Sultanate of Oman.
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14.00 – 14.30 105 The stories of success: a study of strategies adopted by high
achievers, Anand Mahanand
This paper reports a study conducted with underprivileged learners of
high schools in Nuapada district of Odisha. It aims to study the strategies
adopted by high achievers among the underprivileged learners. It has
been found that high achievers usually adopt certain observable or nonobservable
strategies like using schema, memorization, making graphic
organizers and so on, consciously or unconsciously. It would be beneficial
for other learners if these could be standardized and adopted.
Anand Mahanand is interested in ELT in MLCs and has researched and
published in the area. His MPhil and PhD projects look at English in difficult
circumstances.
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14.00 – 14.30 106 Diagnosing strategic reading in the English language classroom. A
research-based approach to language teacher education, Eva Wilden
This presentation will report on a pre-service EFL (English as a foreign
language) teacher training programme supporting novice teachers in
developing skills to diagnose their learners’ foreign language reading
strategies. In the programme EFL teacher students are asked to conduct
small-scale empirical studies in the process of which they observe,
analyse and evaluate their learners’ strategic readings skills. Data will be
presented from various student teacher projects to illustrate how it
supports continuous professional development.
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