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Goh, C. C. M. (1999) Nationwide curriculum innovation: How do we manage? InKennedy, C., P. Doyle & C. C. M. Goh (eds.) Exploring change in English languageteaching. Oxford: Macmillan, 5-18.Hall, G. E. & S. M. Hord (2001) Implementing change : Patterns, principles, andpotholes. Boston: Allyn and Bacon.Harland, J. & K. Kinder (1997) Teachers’ continuing professional development.<strong>British</strong> Journal of In-Service Education 23/1, 71-84.Havelock, R. G. & A. M. Huberman (1977) Solving educational problems: The theoryand reality of innovation in developing countries. Paris: International Bureau ofEducation, UNESCO.Hayes, D. (2000) Cascade training and teachers’ professional development. ELTJournal 54/2, 135-145.Hayes, D. A. (ed.) (1997) In-service teacher development : Internationalperspectives. Hemel Hempstead: Prentice Hall.Holliday, A. (1994) Appropriate methodology and social context. Cambridge:Cambridge University Press.Hopkins, D. (1986) Inservice training and educational development : An internationalsurvey. London ; Dover, N.H.: Croom Helm.Hopkins, D. (2001) School improvement for real. London; New York: Routledge.Hutchinson, T. & E. G. Hutchinson (1996) The textbook as agent of change. InHedge, T. & N. Whitney (eds.) Power, pedagogy and practice. Oxford: OxfordUniversity Press, 307-323.Ibrahim, N. A. (1991). Inservice training in malaysia for the new primary curriculum(KBSR). In Lewin, K. M. & J. S. Stuart (eds.) Educational innovation in developingcountries: Case-studies of changemakers. Basingstoke: Macmillan, 95-126.Ingvarson, L., M. Meiers & A. Beavis (2005) Factors affecting the impact ofprofessional development programs on teachers’ knowledge, practice, studentoutcomes & efficacy. Education Policy Analysis Archives 13/10, 1-24.Joyce, B. & B. Showers (1980) Improving inservice training: The messages ofresearch. Educational Leadership 37/5, 379-385.Karavas-Doukas, K. (1998) Evaluating the implementation of educationalinnovations: Lessons from the past. In Rea-Dickins, P. & K. P. Germaine (eds.)Managing evaluation and innovation in language teaching: Building bridges. Harlow:Longman, 25-50.Kelly, P. (1980) From innovation to adaptability: The changing perspective ofcurriculum development. In Galton, M. (ed.) Curriculum change: The lessons of adecade. Leicester: Leicester University Press, 65–80.342 | Best Practice INSET
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TeachingEnglishBritish Council ELTR
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British Council ELTResearch PapersV
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ContentsForewordJohn Knagg OBE 3Ove
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ForewordThe British Council aims to
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OverviewPerceptions and Strategies
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A global study of primary English t
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Attitudes to English as a language
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How to make yourself understood by
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1Perceptions and strategies oflearn
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and recently the use of metaphor ha
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Research methods explored to unders
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AgegroupNo. ofparticipantsGenderFMT
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This boy’s way of expressing his
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A breakdown of eight individual asp
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them vulnerable and fragile, ‘It
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It is likely that they perceived le
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ead what teacher is writing on the
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ReferencesBerendt, E. (2008, ed.) M
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Communication Difficulties, In A.L,
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2Investigating global practicesin t
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Review of the LiteratureThe widespr
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training in its theoretical underpi
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2003; Wedgwood, 2007) and teachers
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ationale and without a detailed con
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3. South Korea: a mixed Grades 1 an
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How useful are the following in pla
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translation exercises 50.5%activiti
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Which of the following do you think
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was grammar-based. However, the chi
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Such materials should be:■■■
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Gorsuch, G. J. (2000) EFL education
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Mihaljević Djigunović, J. (2009)
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Appendix - Survey resultsGender:Yea
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Type of primary/elementary school y
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Which language do you mostly use in
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How useful are the following in pla
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3A global study of primary Englisht
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per cent started learning English a
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Teacher DevelopmentMaley (quoted in
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Survey design and analysisQuestionn
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In terms of respondents’ experien
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I’m not a certified teacher … n
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they would like to attend further t
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23 per cent of respondents said the
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have a good knowledge of the langua
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Graddol, D. (2008) How TEYL is chan
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Williams, M., Burden, R. & Lanvers,
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# Answer Response %1 Male 218 9%2 F
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Appendix 2 - Respondentsteaching co
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# Answer Response %1 It’s a good
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# Answer Response %1 Yes 666 29%2 N
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Appendix 4 - Professionaldevelopmen
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# Answer Response %1 Ministry of Ed
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Appendix 5 - Teachersatisfaction# A
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4Confucius, constructivismand the i
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of the sustainability of initiative
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HeilongjiangXinjiangInner MongoliaL
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Method No of interviews Numbers off
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Zhang Huilin also expressed approva
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When I came back … I was teaching
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vocabulary; and songs and storytell
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asked] can you still use CLT at Sen
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ural areas of Shaanxi province. Li
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after their return. Non-participati
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Chisolm, L. (ed) (2004) Changing cl
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5Pulling the threads together:curre
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Review of literatureThis literature
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commitment to language rights (Toll
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SummarySo, taking into account rese
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‘symbolic domination’ (Bourdieu
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Research that focuses heavily on in
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and she [the EAL LA advisor] builds
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■■■■Planning L1 use careful
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■■■■■■A community with
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for teachers and children. Forthcom
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Basit, T. N. (2009) ‘White Britis
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Hall, C. J., Smith, P. H., & Wicaks
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Sellers, R. M., Smith, M. A., Shelt
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School Location Number of pupils Of
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School Participants Nature of parti
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ecently where they had all the pare
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6Early EFL learning in context -evi
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Early EFL learning in CroatiaBackgr
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SampleA total of 173 young EFL lear
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School 73- a village school with ar
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In all schools except one village s
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Excerpt 2:T: Yes it’s a tiny, tin
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The three excerpts illustrate three
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time. At the very start of early FL
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YLs’ answers to the question abou
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As these explanations clearly show,
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Socio-economicstatusLearningenviron
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Medved Krajnović, M. and Letica Kr
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7Attitudes to English as alanguage
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learners’ aspirations. Such appro
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country can either be characterised
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In addition there are several madra
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The overall picture in terms of lit
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give them a small token of apprecia
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Field notes and photographsIn addit
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know English become a team leader o
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English for computing and mobile ph
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Or:Bangla is our language. No one w
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highly respected people - all thing
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professions, and with providing a s
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And while there may be a need for m
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Erling, E. J. and P. Seargeant (eds
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Appendix: Interview scheduleQuestio
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8Learner autonomy: Englishlanguage
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ability to take charge of one’s l
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One key argument for us here, then,
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The final study we discuss here is
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MethodologyResearch QuestionsThis p
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c. Critical reviewWe asked an acade
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emind those who had not. Two days a
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epresenting each orientation functi
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it’s just trying to help students
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• Feasibility• DesirabilityClas
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able to choose the main topic, the
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The small percentage of teachers wh
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it as a set of skills or abilities
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Workshop Topic Goals1 What is learn
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ReferencesAl-Shaqsi, T. S. (2009) T
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Johnson, K. E. (2006) The sociocult
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Appendix 1: The QuestionnaireEnglis
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StatementStrongly disagreeDisagreeU
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Section 3: Your Learners and Your T
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Appendix 2: Sample InterviewSchedul
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Appendix 3: Descriptive statisticsf
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Statement26. Promoting autonomy is
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they will learn, for what reason th
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Workshop 2: Learner Autonomy in the
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16. I try to promote it by not answ
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3. Using the above framework, what
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“I don’t feel students like to
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Workshop 5: Doing Teacher Research
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. However we collect data, we must
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9Using e-learning to developintercu
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through English. This has resulted
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learning (for example Belz and Thor
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the ‘flow’ of each interview. T
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intercultural awareness in intercul
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Students’ course evaluation5.054.
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sometimes I don’t know how to exp
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Extract 9Niti: it will be useful
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20191817161514131211109876543210Int
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Tables 5 and 6 are important in ill
Page 295 and 296: 5.04.54.03.53.02.52.01.51.00.50.0Qu
Page 297 and 298: Furthermore, in the interviews the
Page 299 and 300: Despite these limitations there are
Page 301 and 302: Notes1. Awareness in this definitio
Page 303 and 304: Suktrisul, S. (2004) Elearning in T
Page 305 and 306: You have also been asked to keep a
Page 307 and 308: you will consider why comparisons b
Page 309 and 310: B. It will allow me to meet and con
Page 311 and 312: 11. Culture and language are linked
Page 313 and 314: 7. I liked doing this course online
Page 315 and 316: Teaching and learning6. How would y
Page 317 and 318: 10‘Tanggap, tiklop, tago’(recei
Page 319 and 320: In what follows, thus, we first exp
Page 321 and 322: What do those with experience of de
Page 323 and 324: ecause the sound system is not func
Page 325 and 326: No. Question Mean SD7. Only trainin
Page 327 and 328: No. Question Mean SD12. Trainers sh
Page 329 and 330: I: The tendency is trainers will be
Page 331 and 332: focus group data, and some of the r
Page 333 and 334: Demonstration lessonsThe second mai
Page 335 and 336: FG4: When we are in large groups. B
Page 337 and 338: No matter how much you aspire for a
Page 339 and 340: was downed and most of the weakness
Page 341 and 342: Also, as the mean for Q.55 indicate
Page 343 and 344: Taken as a whole, this part of the
Page 345: 3. Please see Appendix A for furthe
Page 349 and 350: Appendix A: Questionnairerespondent
Page 351 and 352: cannot see our own eyes. So it’sb
Page 353 and 354: FGs:clarify that just a little bit
Page 355 and 356: 11How to make yourselfunderstood by
Page 357 and 358: ackward-pointing gestures that are
Page 359 and 360: British university and a Spanish Er
Page 361 and 362: sort of repetition is particular pr
Page 363 and 364: has. Of course, the lecturer does n
Page 365 and 366: such as Spanish will express the di
Page 367 and 368: In the context of this part of thei
Page 369 and 370: LolaI will do it, I will classify m
Page 371 and 372: LolaUm how do I, how do I review th
Page 373 and 374: The gesture that was first introduc
Page 375 and 376: http://youtu.be/gDU-5M1qg9wAliceAnd
Page 377 and 378: This is a good example of ‘dramat
Page 379 and 380: Immediately after Alice has produce
Page 381 and 382: who perhaps prefer to stick closely
Page 383 and 384: Alicereas .. if you just think ^ ..
Page 385 and 386: HelenaDebbieHelenaDebbieHelenaDebbi
Page 387 and 388: JohnI think that’s very good beca
Page 389 and 390: Kovecses, Z. (2006) Metaphor: A Pra
Page 391 and 392: 12Computers and learnerautonomy: tr
Page 393 and 394: established in that students are as
Page 395 and 396: table between the interviewer and i
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It is also worth noting here that o
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favourites’; TF ‘I have a flash
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“added value” to SACs. Indeed,
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important generic matters arising f
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Figura, K., and Jarvis, H. (2007) C
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Appendix - Questionnaire(with colla
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5. How often do you usually use com
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Computer-basedmaterials - withcompl
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NSTOTAL 41% (50) 49.2% (60) 9.8% (1
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ContributorsSaleh Salim Al-BusaidiL
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Mi Mi ChoongPerceptions and strateg
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Elizabeth J. ErlingAttitudes to Eng
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Albert LeePerceptions and strategie
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Sayeedur RahmanAttitudes to English
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Dr. Alan WatersPerceptions of Best
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The British Council works closely w
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