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alealelelealeleYears of experience as an English language teacher:Years of experience as an English language teacher:Years of experience as an English language teacher:29.2% 0–429.2% 0–429.2%26.6%26.6%0–45–95–926.6%19.5%19.5%10–1410–145–919.5%11.6%11.6%10–1415–1915–1911.6%6.8%6.8%15–1920–2420–246.8%6.3%6.3%20–2425+25+6.3% 25+Figure 4: Experience of ELTnger than 18nger than 182929nger than 1829393939494959594959Years of experience teaching English in primary/elementary school:Years of experience teaching English in primary/elementary school:Years of experience teaching English in primary/elementary41.2%school:0–441.2% 0–427.7%27.7%41.2% 0–45–95–927.7%16.1%16.1%10–1410–145–916.1%8.4%8.4%10–1415–1915–198.4%3.7%3.7%15–1920–2420–242.9%2.9%3.7%25+25+20–242.9% 25+Figure 5: Experience of TEYLndary/school ndary/schoolndary/school secondary/school secondary/ e.g.ge schoolsecondary/e.g.geschool e.g.ge elor’sevel elor’s degree)evelelor’sdegree)er’s evel degree)er’s level degree)er’slevel degree)orate level degree) (PhD)orate (PhD)orate r (PhD)rrWhat is your level of English, in your opinion?What is your level of English, in your opinion?45% What is your level of English, in your opinion?45%40%38.7%45% 40%38.7%35%40%38.7%35%30%35% 30%25%30% 25%21.3%20%21.3%25% 20%21.3%15%13.4%20% 15%13.4%10%15%13.4%10%4.2%5%10% 1.7%2.8% 4.2%5%1.7%2.8%0%4.2%5% 0% 1.7%2.8%0%Beginner BeginnerElementaryPre-intemediateFigure 6: Level of EnglishIntermediateUpper-intermediateAdvanced Advanced10.3%10.3%10.3%Native Native speaker speakercompetence7.7%7.7%7.7%Native Native speaker speaker62 | Global Practices Young Learners
Type of primary/elementary school you teach in most often:68.2%Type of primary/elementary school you teach in most often:State27.2% PrivateType of primary/elementary school you teach in most 68.2% often: 4.6%StateOther27.2% Private68.2%4.6%StateOther27.2% PrivateDid you receive any training in teaching Eteaching in primary/elementary school?Did you receive any training in teaching Eteaching in primary/elementary school?Did you receive any training in teaching Eteaching in primary/elementary school?4.6% OtherFigure 7: Type of schoolLocation of your current school:Location of your current school:Location of your current school:73.9% Urban(town/city)26.1% 73.9% Rural Urban(village/ (town/city)countryside)26.1% 73.9% Rural Urban(village/ (town/city)countryside)26.1% Rural(village/countryside)Have you received any training in teachingteaching English in primary/elementary scHave you received any training in teachingteaching English in primary/elementary scHave you received any training in teachingteaching English in primary/elementary scHow many children are in your classes on average?Figure 8: Location of school9.6%How many children are in your classes on average?Under 1029.6% 11–20How many children are in your classes on average?9.6%37.2%Under 1021–3029.6% 11–2014.8% 31–409.6% Under 1037.2% 21–305.4% 41–5029.6% 11–2014.8% 31–403.4% 50+37.2% 21–305.4% 41–5014.8%3.4%31–4050+5.4% 41–50Which language do you mostly use in yourWhich language do you mostly use in yourWhich language do you mostly use in your3.4% 50+How is English teaching organised in your school?Figure 9: Class size10.5% One teacherHow is English teaching organised in your school?teaches allsubjects, includingEnglishHow is English teaching organised in your school?10.5% One teacherteaches all21.6% One subjects, teacher including10.5%teaches English One teacherallsubjectsteaches allexcept21.6% English One subjects, teacher includingteaches all Global Practices Young Learners | 63English56.9% subjects A different except teacher21.6% teaches English One teacher eachsubject/group
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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
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 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: Appendix - Survey resultsGender:Yea
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
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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
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5.04.54.03.53.02.52.01.51.00.50.0Qu
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Furthermore, in the interviews the
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Despite these limitations there are
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Notes1. Awareness in this definitio
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Suktrisul, S. (2004) Elearning in T
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You have also been asked to keep a
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you will consider why comparisons b
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B. It will allow me to meet and con
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11. Culture and language are linked
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7. I liked doing this course online
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Teaching and learning6. How would y
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10‘Tanggap, tiklop, tago’(recei
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In what follows, thus, we first exp
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What do those with experience of de
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ecause the sound system is not func
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No. Question Mean SD7. Only trainin
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No. Question Mean SD12. Trainers sh
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I: The tendency is trainers will be
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focus group data, and some of the r
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Demonstration lessonsThe second mai
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FG4: When we are in large groups. B
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No matter how much you aspire for a
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was downed and most of the weakness
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Also, as the mean for Q.55 indicate
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Taken as a whole, this part of the
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3. Please see Appendix A for furthe
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Kennedy, C. (1988) Evaluation of th
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Appendix A: Questionnairerespondent
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cannot see our own eyes. So it’sb
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FGs:clarify that just a little bit
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11How to make yourselfunderstood by
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ackward-pointing gestures that are
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British university and a Spanish Er
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sort of repetition is particular pr
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has. Of course, the lecturer does n
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such as Spanish will express the di
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In the context of this part of thei
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LolaI will do it, I will classify m
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LolaUm how do I, how do I review th
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The gesture that was first introduc
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http://youtu.be/gDU-5M1qg9wAliceAnd
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This is a good example of ‘dramat
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Immediately after Alice has produce
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who perhaps prefer to stick closely
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Alicereas .. if you just think ^ ..
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HelenaDebbieHelenaDebbieHelenaDebbi
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JohnI think that’s very good beca
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Kovecses, Z. (2006) Metaphor: A Pra
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12Computers and learnerautonomy: tr
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established in that students are as
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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
Page 425 and 426:
Dr. Alan WatersPerceptions of Best
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The British Council works closely w
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