Download - EnglishAgenda - British Council

More documents

Recommendations

Info

Recommendation 2The interest shown in this project by a large number of teachers worldwideand the similarities in their activities and concerns demonstrate that there isa need for greater opportunities for sharing ideas and experiences amongstprimary school teachers of English both nationally and internationally.Initiatives could include:■■■■Local teacher development groups, run by local YL teachersTrainer training opportunities for YL teachers who can then support otherteachers in their local schools■■ An international website for teachers where teachers can share ideas ,experiences and activities, preferably run by YL teachers themselves ratherthan ‘experts’■■■■On-line conferences and seminars for YL teachers, with contributions mainlyfrom YL teachers themselvesCollaborative researcher-teacher practitioner research or reflective teachinginitiatives.Recommendation 3The English language proficiency and skills of teachers is highly varied. Thereis clearly a need amongst many teachers for English language development.Initiatives could include:■■ Strengthening strategic liaisons with local universities and English languagetraining institutions for teacher English language development courses andrefresher sessions. These could include informal arrangements such as Englishlanguage social events or conversation clubs■■■■Providing training sessions focusing on English as a classroom language andon the advantages and disadvantages of using both L1 and L2 in the classroomPromoting further research on the specific needs of teachers of young learnersin relation to English language development.Recommendation 4An expanded range of materials for teaching young learners is needed.Materials development and their use should become a key area for researchand development in the field. Materials need to be available in as manyformats as possible to respond to local conditions. Possible formats includepaper-based, CD Rom, internet and local media such as radio. As far aspossible, materials should be of particular benefit to teachers working inpoor schools in poor countries where resources are difficult to find and toafford.54 | Global Practices Young Learners
Such materials should be:■■■■■■■■■■Resource-light to accommodate contexts where there may be limited funding,facilities or equipmentAccompanied by full and simple instructions in order to assist teachers to usethem effectivelyImaginative, and draw on local cultural understandingsCreative, to increase students’ confidence in using EnglishAimed at motivating young learners to learn English.Recommendation 5In many countries access to English development is restricted in terms ofthe amount of input young learners receive and the examination-drivennature of many syllabi. Educational policy developers should be providedwith evidence based on current research and good practice in effectivecurriculum development for young learners in order to enhance the learningexperience of children.Equal access to English is a concern arising from this research, particularlyfor children in poorer rural communities. There is noticeable disparity in theaccess different groups of children have to learning English and this disparitydisadvantages many children from an early age, also creating difficult teachingconditions for teachers of English to young learners.Notes1. Circolare Ministeriale 6 agosto 1999, n. 197 http://www.edscuola.it/archivio/norme/circolari/cm197_99.html2. A copy of the survey is available from the researchers on request.ReferencesAl-Issa, A. S. M. (2007) The implications of implementing a ‘flexible’ syllabus for ESLpolicy in the Sultanate of Oman. RELC Journal, 38/1, 199-215.Baker, W. (2008) A critical examination of ELT in Thailand: the role of culturalawareness. RELC Journal, 39/1, 131-146.Brock-Utne, B. (2010) Research and policy on the language of instruction issue inAfrica. International Journal of Educational Development, 30, 636-645.Brock-Utne, B., & Holmarsdottir, H. B. (2004) Language policies and practicesin Tanzania and South Africa: problems and challenges. International Journal ofEducational Development, 24, 67-83.Bruthiaux, P. (2002) Hold your courses: language choice, and economicdevelopment. TESOL Quarterly, 36/3, 275-296.Global Practices Young Learners | 55
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 and 38: Communication Difficulties, In A.L,
Page 39 and 40: 2Investigating global practicesin t
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: was grammar-based. However, the chi
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?