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Day 3: Sunday 1 March Time Venue Activity 14.00 – 14.30 Various PARALLEL SESSION 3 continued Eva Wilden works in the Department of English at the University of Bielefeld, Germany. 14.00 – 14.30 201 Rising from the ashes – tales from an English for employability skills project, Reesha Alvi and Manisha Dak This presentation will discuss the design and delivery of an English for Employability skills project piloted in two districts of Northern India. It focuses on how a well-intentioned project was soon faced with unforeseen challenges. This presentation will share how innovations around teacher recruitment, projects models and CPD initiatives helped deal with the challenges, contribute to the quality of the classroom teaching and learning, and bring the derailed project back on track. Reesha Alvi (Senior Project Manager) and Manisha Dak (Senior Teacher Trainer) work on teacher education projects within the English Partnerships team for the British Council in North India. 14.00 – 14.30 203 Q and A session, Alison Barrett This is your chance to ask any questions you may have about this morning's plenary talk. ___________________________________________________________________________________ 14.45 – 15.45 Main Hall PLENARY ___________________________________________________________________________________ 14.45 – 15.45 Main Hall Plenary: Teacher education and quality assurance, Paul Gunashekar The National Curriculum Framework (2005) foregrounded three systemic concerns of teacher education: in current teacher education practices knowledge is treated as ‘given’ and there is no meaningful engagement with the curriculum; the language proficiency of the teacher is deplorably low and the centrality of language in the curriculum is ignored; and teacher education programmes provide little scope for student teachers to reflect on their experiences. Based on this premise, the National Curriculum Framework for Teacher Education (2009) strongly advocates the introduction of a reformed preservice teacher education programme, the deployment of suitable strategies for CPD, the need for research on curriculum implementation, an orientation towards programme evaluation, an emphasis on professional ethics, and the mobilization of resources for teacher preparation. In essence, it argues for the infusion of quality into teacher education programmes in India. As a language teacher educator, my focus will be on exploring ways to broaden the English curriculum in the new pre-service teacher education programmes (proposed to be introduced from 2015) to include the concept of learning as an embodiment of knowledge generation evolving from a process of reflection and the benefits that will accrue in terms of quality assurance. An attempt will be made to examine teacher education curriculum transaction and evaluate the likely impact of renewed 76
Day 3: Sunday 1 March Time Venue Activity professional training on student teachers in a multilingual and multicultural context. Paul Gunashekar has been training teachers of English and developing instructional materials for language teaching for over forty years. He is a Professor in the Department of Materials Development, Testing and Evaluation, and Dean, Publications at the English and Foreign Languages University, Hyderabad. He edits the EFLU research journal Languaging, and is the Indian English consultant to the Oxford Advanced Learner’s Dictionary. ___________________________________________________________________________________ 15.45 – 16.15 Main Hall Valedictory ___________________________________________________________________________________ 77
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