Download - EnglishAgenda - British Council

More documents

Recommendations

Info

Smith, K. (2005) “Multilingual Children with Dyslexia: A Challenge for Teachers inSingapore” Unpublished MA, De Montfort University.Worthy, J., Moorman, M., and Turner, M. (1999) What Johnny likes to read is hard tofind in school. Reading Research Quarterly, 34/1, 12-27.34 | Singapore Primary School
2Investigating global practicesin teaching English to YoungLearnersSue Garton, Fiona Copland and Anne BurnsAston UniversityGlobal Practices Young Learners | 35
Page 1 and 2: TeachingEnglishBritish Council ELTR
Page 3 and 4: British Council ELTResearch PapersV
Page 5 and 6: ContentsForewordJohn Knagg OBE 3Ove
Page 7 and 8: ForewordThe British Council aims to
Page 9 and 10: OverviewPerceptions and Strategies
Page 11 and 12: A global study of primary English t
Page 13 and 14: Attitudes to English as a language
Page 15 and 16: How to make yourself understood by
Page 17 and 18: 1Perceptions and strategies oflearn
Page 19 and 20: and recently the use of metaphor ha
Page 21 and 22: Research methods explored to unders
Page 23 and 24: AgegroupNo. ofparticipantsGenderFMT
Page 25 and 26: This boy’s way of expressing his
Page 27 and 28: A breakdown of eight individual asp
Page 29 and 30: them vulnerable and fragile, ‘It
Page 31 and 32: It is likely that they perceived le
Page 33 and 34: ead what teacher is writing on the
Page 35 and 36: ReferencesBerendt, E. (2008, ed.) M
Page 37: Communication Difficulties, In A.L,
Page 41 and 42: Review of the LiteratureThe widespr
Page 43 and 44: training in its theoretical underpi
Page 45 and 46: 2003; Wedgwood, 2007) and teachers
Page 47 and 48: ationale and without a detailed con
Page 49 and 50: 3. South Korea: a mixed Grades 1 an
Page 51 and 52: How useful are the following in pla
Page 53 and 54: translation exercises 50.5%activiti
Page 55 and 56: Which of the following do you think
Page 57 and 58: was grammar-based. However, the chi
Page 59 and 60: Such materials should be:■■■
Page 61 and 62: Gorsuch, G. J. (2000) EFL education
Page 63 and 64: Mihaljević Djigunović, J. (2009)
Page 65 and 66: Appendix - Survey resultsGender:Yea
Page 67 and 68: Type of primary/elementary school y
Page 69 and 70: Which language do you mostly use in
Page 71 and 72: How useful are the following in pla
Page 73 and 74: 3A global study of primary Englisht
Page 75 and 76: per cent started learning English a
Page 77 and 78: Teacher DevelopmentMaley (quoted in
Page 79 and 80: Survey design and analysisQuestionn
Page 81 and 82: In terms of respondents’ experien
Page 83 and 84: I’m not a certified teacher … n
Page 85 and 86: they would like to attend further t
Page 87 and 88: 23 per cent of respondents said the
Page 89 and 90:
have a good knowledge of the langua
Page 91 and 92:
Graddol, D. (2008) How TEYL is chan
Page 93 and 94:
Williams, M., Burden, R. & Lanvers,
Page 95 and 96:
# Answer Response %1 Male 218 9%2 F
Page 97 and 98:
Appendix 2 - Respondentsteaching co
Page 99 and 100:
# Answer Response %1 It’s a good
Page 101 and 102:
# Answer Response %1 Yes 666 29%2 N
Page 103 and 104:
Appendix 4 - Professionaldevelopmen
Page 105 and 106:
# Answer Response %1 Ministry of Ed
Page 107 and 108:
Appendix 5 - Teachersatisfaction# A
Page 109 and 110:
4Confucius, constructivismand the i
Page 111 and 112:
of the sustainability of initiative
Page 113 and 114:
HeilongjiangXinjiangInner MongoliaL
Page 115 and 116:
Method No of interviews Numbers off
Page 117 and 118:
Zhang Huilin also expressed approva
Page 119 and 120:
When I came back … I was teaching
Page 121 and 122:
vocabulary; and songs and storytell
Page 123 and 124:
asked] can you still use CLT at Sen
Page 125 and 126:
ural areas of Shaanxi province. Li
Page 127 and 128:
after their return. Non-participati
Page 129 and 130:
Chisolm, L. (ed) (2004) Changing cl
Page 131 and 132:
5Pulling the threads together:curre
Page 133 and 134:
Review of literatureThis literature
Page 135 and 136:
commitment to language rights (Toll
Page 137 and 138:
SummarySo, taking into account rese
Page 139 and 140:
‘symbolic domination’ (Bourdieu
Page 141 and 142:
Research that focuses heavily on in
Page 143 and 144:
and she [the EAL LA advisor] builds
Page 145 and 146:
■■■■Planning L1 use careful
Page 147 and 148:
■■■■■■A community with
Page 149 and 150:
for teachers and children. Forthcom
Page 151 and 152:
Basit, T. N. (2009) ‘White Britis
Page 153 and 154:
Hall, C. J., Smith, P. H., & Wicaks
Page 155 and 156:
Sellers, R. M., Smith, M. A., Shelt
Page 157 and 158:
School Location Number of pupils Of
Page 159 and 160:
School Participants Nature of parti
Page 161 and 162:
ecently where they had all the pare
Page 163 and 164:
6Early EFL learning in context -evi
Page 165 and 166:
Early EFL learning in CroatiaBackgr
Page 167 and 168:
SampleA total of 173 young EFL lear
Page 169 and 170:
School 73- a village school with ar
Page 171 and 172:
In all schools except one village s
Page 173 and 174:
Excerpt 2:T: Yes it’s a tiny, tin
Page 175 and 176:
The three excerpts illustrate three
Page 177 and 178:
time. At the very start of early FL
Page 179 and 180:
YLs’ answers to the question abou
Page 181 and 182:
As these explanations clearly show,
Page 183 and 184:
Socio-economicstatusLearningenviron
Page 185 and 186:
Medved Krajnović, M. and Letica Kr
Page 187 and 188:
7Attitudes to English as alanguage
Page 189 and 190:
learners’ aspirations. Such appro
Page 191 and 192:
country can either be characterised
Page 193 and 194:
In addition there are several madra
Page 195 and 196:
The overall picture in terms of lit
Page 197 and 198:
give them a small token of apprecia
Page 199 and 200:
Field notes and photographsIn addit
Page 201 and 202:
know English become a team leader o
Page 203 and 204:
English for computing and mobile ph
Page 205 and 206:
Or:Bangla is our language. No one w
Page 207 and 208:
highly respected people - all thing
Page 209 and 210:
professions, and with providing a s
Page 211 and 212:
And while there may be a need for m
Page 213 and 214:
Erling, E. J. and P. Seargeant (eds
Page 215 and 216:
Appendix: Interview scheduleQuestio
Page 217 and 218:
8Learner autonomy: Englishlanguage
Page 219 and 220:
ability to take charge of one’s l
Page 221 and 222:
One key argument for us here, then,
Page 223 and 224:
The final study we discuss here is
Page 225 and 226:
MethodologyResearch QuestionsThis p
Page 227 and 228:
c. Critical reviewWe asked an acade
Page 229 and 230:
emind those who had not. Two days a
Page 231 and 232:
epresenting each orientation functi
Page 233 and 234:
it’s just trying to help students
Page 235 and 236:
• Feasibility• DesirabilityClas
Page 237 and 238:
able to choose the main topic, the
Page 239 and 240:
The small percentage of teachers wh
Page 241 and 242:
it as a set of skills or abilities
Page 243 and 244:
Workshop Topic Goals1 What is learn
Page 245 and 246:
ReferencesAl-Shaqsi, T. S. (2009) T
Page 247 and 248:
Johnson, K. E. (2006) The sociocult
Page 249 and 250:
Appendix 1: The QuestionnaireEnglis
Page 251 and 252:
StatementStrongly disagreeDisagreeU
Page 253 and 254:
Section 3: Your Learners and Your T
Page 255 and 256:
Appendix 2: Sample InterviewSchedul
Page 257 and 258:
Appendix 3: Descriptive statisticsf
Page 259 and 260:
Statement26. Promoting autonomy is
Page 261 and 262:
they will learn, for what reason th
Page 263 and 264:
Workshop 2: Learner Autonomy in the
Page 265 and 266:
16. I try to promote it by not answ
Page 267 and 268:
3. Using the above framework, what
Page 269 and 270:
“I don’t feel students like to
Page 271 and 272:
Workshop 5: Doing Teacher Research
Page 273 and 274:
. However we collect data, we must
Page 275 and 276:
9Using e-learning to developintercu
Page 277 and 278:
through English. This has resulted
Page 279 and 280:
learning (for example Belz and Thor
Page 281 and 282:
the ‘flow’ of each interview. T
Page 283 and 284:
intercultural awareness in intercul
Page 285 and 286:
Students’ course evaluation5.054.
Page 287 and 288:
sometimes I don’t know how to exp
Page 289 and 290:
Extract 9Niti: it will be useful
Page 291 and 292:
20191817161514131211109876543210Int
Page 293 and 294:
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 and 346:
3. Please see Appendix A for furthe
Page 347 and 348:
Kennedy, C. (1988) Evaluation of th
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
Page 397 and 398:
It is also worth noting here that o
Page 399 and 400:
favourites’; TF ‘I have a flash
Page 401 and 402:
“added value” to SACs. Indeed,
Page 403 and 404:
important generic matters arising f
Page 405 and 406:
Figura, K., and Jarvis, H. (2007) C
Page 407 and 408:
Appendix - Questionnaire(with colla
Page 409 and 410:
5. How often do you usually use com
Page 411 and 412:
Computer-basedmaterials - withcompl
Page 413 and 414:
NSTOTAL 41% (50) 49.2% (60) 9.8% (1
Page 415 and 416:
ContributorsSaleh Salim Al-BusaidiL
Page 417 and 418:
Mi Mi ChoongPerceptions and strateg
Page 419 and 420:
Elizabeth J. ErlingAttitudes to Eng
Page 421 and 422:
Albert LeePerceptions and strategie
Page 423 and 424:
Sayeedur RahmanAttitudes to English
Page 425 and 426:
Dr. Alan WatersPerceptions of Best
Page 427:
The British Council works closely w
show all

Download - EnglishAgenda - British Council

Create successful ePaper yourself

Delete template?

Save as template?