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ReferencesDewey, J (1998) Experience and Education: the 60th anniversary edition.Kappa Delta Pi.Halliday, M (1993) Towards a language-based theory of language. Linguistics andEducation 5/2: 93–116.Hill, P (2011) Emerging Trends in LMS /Ed Tech market in e-Literate. Available onlineat http://mfeldstein.com/emerging-trends-in-lms-ed-tech-market/Jones, C (1986) It’s not so much the program, more what you do with it: theimportance of methodology in CALL. System 14/2: 171–178.Jones, C, Ramanau, R, Cross, S and Healing, G (2010) Net generation or DigitalNatives: Is there a distinct new generation entering university? Computers andEducation 54/3: 722–732.Sharma, P and Barrett, B (2007) Blended Learning. Macmillan publishers Ltd.Stager, G (2005) Towards a pedagogy of online constructionist learning. Proceedingsof the 2005 World Conference on Computers in Education. Stellenbosch, SouthAfrica. Available online at www.stager.org/articles/onlineconstructionism.pdfStanford, J (2008) In the mood for Moodle. English Teaching Professional 24: 58–60.Stanford, J (2009) Moodle 1.9 for Second Language Learning. Packt Publishing.Vygotsky, LS (1978) Mind in Society: The Development of Higher PsychologicalProcesses. Cambridge, MA: Harvard University Press.White, R (1987) Managing Innovation. English Language Teaching Journal 41/3.Creating a blended Delta Module One | 109
Appendix 1Extract showing first three blocks from the session scheduleDELTA MODULE ONE Wednesday 1.00 – 5.30Reading suggestions, links and self practice tests available each week on the MoodleWeek one Wednesday 12 September1.00 –2.00 Sally Introduction to Module One2.15 – 3.45 Tom Grammar 1: Articles Syllabus unit 3 languagesystems (grammar)4.00 – 5.30 Tom A history of ELT Developmentsfrom grammar translation to CLT(and set up for online homework)Collaborative online homeworkPreparing for mini demonstrations of alternative approaches.Self study focus on phonemic script – choose from on sitelinks or work your way through Pronunciation in Use or theHeadway Pronunciation series.Syllabus unit 1 theoreticalperspectives and unit 2 approachesSyllabus unit 1, 2 and 5materials and resourcesSyllabus unit 3 languagesystems (phonology)Complete online exam practice A, by last thing Sunday 16 September.Further details on the Moodle.Week two Wednesday 19 September1.00 – 2.30 Tom Demonstration lessons ofalternative approachesSyllabus unit 2 approaches2.45 – 4.00 Sally Skills 1: Speaking – whatthe skill involvesSyllabus unit 4 languageskills (speaking)4.15 – 5.30 Tom Phonology 1: Sounds Syllabus unit 3 languagesystems (phonology)Collaborative online homeworkCreating online information pages for other groupson specified grammar areas.Self study, read about speaking.Syllabus unit 3 languagesystems (grammar)Syllabus unit 4 languageskills (speaking)Complete online exam practice B, by last thing Sunday 23 September.Further details on the Moodle.Week three Wednesday 26 September1.00 – 2.15 Sally L1/L2 (use/contrastive analysis) Syllabus unit 2 approachesand 3 systems2.30 – 4.00 Sally Learner output/error analysis(set up online homework)Syllabus unit 3 systems(error analysis)4.15 – 5.30 Tom Phonology 2: Stress and rhythm Syllabus unit 3 languagesystems (phonology)Collaborative online homeworkWorking on samples of learner output to identifyand prioritise strengths and weaknesses.Self study work on identification of stress patterns.Syllabus unit 3 systems (erroranalysis), 4 skills (writing)Syllabus unit 3 languagesystems (phonology)110 | Creating a blended Delta Module One
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Blended Learning in EnglishLanguage
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ISBN 978-0-86355-706-4© British Co
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ForewordJohn Knagg obeIn recent yea
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AcknowledgementsWe would like to th
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PrefaceClaire WhittakerWhen I took
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10 |
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Table 1: Taxonomy of terms related
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control and choice); cost effective
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3. components need to be appropriat
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Unfortunately the study does not sp
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Regardless of the variety of sugges
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Hocutt, R (2001) The Second e-Learn
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24 | Introduction
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26 |
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Advanced level students are expecte
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Preliminary student-led discussions
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labs with data projectors provide t
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Ramachandran, S (2004) Integrating
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The coursesThe two EAP courses take
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What we blendBy 1993 we were alread
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discussions going during such disru
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42 | Blended learning in English fo
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Why blend?The decision to offer thi
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to complete during the before, whil
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In addition, there are a number of
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Turgut, Y (2009) ‘EFL learners’
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■■English for Academic Purposes
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Figure 1: Stages of the incorporati
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Table 3: Schedule for Unit 1Week Un
Page 61 and 62: Internet - links and WebQuests:Some
Page 63 and 64: ReferencesAllan, M (1985) Teaching
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Page 69 and 70: Designing the blendAs described ear
Page 71 and 72: So in this way participants move fr
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Page 75 and 76: Generating peer-to-peer interaction
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Page 81 and 82: Clearly there are advantages to hav
Page 83 and 84: Lessons learnedWhen deciding what p
Page 85 and 86: ReferencesOsguthorpe, RT and Graham
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Page 89 and 90: typically involve writing or applyi
Page 91 and 92: where possible, to bring them toget
Page 93 and 94: 90 | Reversing the blend: From onli
Page 95 and 96: ■■A one-week online simulation
Page 97 and 98: Online phase activitiesBoth asynchr
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Page 103 and 104: 100 | Blended learning: The IDLTM e
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Page 107 and 108: Figure 3: The homepage in a Module
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Page 111: ConclusionA blended training course
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Page 117 and 118: ■■Including later units on, for
Page 119 and 120: The rationale behind the blendThe k
Page 121 and 122: Figure 2: An example screen from a
Page 123 and 124: environment and to meet the student
Page 125 and 126: ■■■■■■■■Fine-tuning
Page 127 and 128: 124 | The Cambridge CELTA course on
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Page 131 and 132: 128 | Comments on Part 2
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Page 135 and 136: Facilities and available technology
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Page 153: the reader/listener as customer) an
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Page 158 and 159: 14A longitudinal case study ofthe
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of a blend in Collis and Moonen’s
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of telecoms engineers, but it was w
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15Using a wiki to enhance thelearni
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The ‘history feature’ which can
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Figure 4: Student created listening
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Teaching methodologyThe blended des
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Figure 8: Student reaction to probl
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Lund, A (2008) Wikis: a collective
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16A military blendClaire WhittakerI
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Figure 1: How the modes complement
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sequence during a day. We believed
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REWARD (Greenall, 2002) is not expl
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Greenall, S (2002) Reward CD-ROM. O
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Comments on Part 3Brian TomlinsonOn
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Part 4 - English as aForeign Langua
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17A thinking-based blendedlearning
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In each of the above parts, the lea
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Figure 1: Cycle of working with gra
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Model by JP, Form 10StructureDidWas
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Recommendation 2Ensure that the onl
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Sokol, A (2008) Development of Inve
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18A blended learning approachto sof
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input and answer questions that had
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unenthusiastic. There should theref
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19Students’ CALLing: Blendedlangu
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The students were taken to the comp
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When considering blended learning,
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20Lessons in blended learning:Imple
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had to find a way around the cost o
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In July 2011, teachers and particip
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Sharma, P and Barret, B (2007) Blen
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Comments on Part 4Brian TomlinsonTh
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ConclusionClaire Whittaker
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ConclusionIn this chapter a list of
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Under each of the above headings wi
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What are the limiting factors?Altho
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Table 5: Time spent on each modeBlo
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as being optional, which allows the
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We were fortunate in Bosnia and Her
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changing, as learners’ engagement
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with a willingness to use technolog
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Dudeney, G and Hockly, N (2007) How
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Appendix 1 -Questions for blendedle
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Contributors
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ContributorsPeter Aborisade lecture
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Jody Gilbert taught in post-seconda
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Juanita Pardo-González (BA Hons in
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The British Council is pleased to o
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