Here - EnglishAgenda - British Council

More documents

Recommendations

Info

Part 3 – English for Specific Purposes...............................................................................................12911 Blended learning: Podcasts for taxi driversNergiz Kern......................................................................................................................................................... 13112 A blended learning course for the aviation industry: A case studyLynda Beagle and Graeme Davies ...................................................................................................... 14113 Blended learning for English for Occupational Purposes:No frills, soft skills, gaps filledAndy Keedwell..................................................................................................................................................14714 A longitudinal case study of the ‘blends’ used on courses between the<strong>British</strong> <strong>Council</strong> in Bulgaria and Siemens Enterprise Communications BulgariaEdward Russell.................................................................................................................................................15515 Using a wiki to enhance the learning experienceon a business English courseLouise Ingham..................................................................................................................................................16316 A military blendClaire Whittaker...............................................................................................................................................175Comments on Part 3Brian Tomlinson...............................................................................................................................................185Part 4 – English as a Foreign Language/General English ................................................. 18717 A thinking-based blended learning course in anupper-secondary school in LatviaAlexander Sokol, Edgar Lasevich, Renata Jonina andMarija Dobrovolska-Stoian........................................................................................................................18918 A blended learning approach to soft skill trainingat Al Azhar University, CairoLiz Fleet.................................................................................................................................................................20119 Students’ CALLing: Blended language learning for studentsHatice Bilgin.......................................................................................................................................................20720 Lessons in blended learning: Implementing an online learning platform in theadult education sectorAstrid Krake ....................................................................................................................................................... 213Comments on Part 4Brian Tomlinson...............................................................................................................................................221ConclusionClaire Whittaker.......................................................................................................................................................223Appendix 1 – Questions for blended learning course designers...........................................243Contributors...........................................................................................................................................................2452 | Contents
Page 1 and 2: Blended Learning in EnglishLanguage
Page 3: ISBN 978-0-86355-706-4© British Co
Page 7 and 8: 4 | Foreword
Page 9 and 10: 6 | Acknowledgements
Page 11: To address this deficit I proposed
Page 14 and 15: IntroductionThis introductory chapt
Page 16 and 17: an almost identical definition in h
Page 18 and 19: ■■■■■■Learners’ expec
Page 20 and 21: To achieve a ‘principled approach
Page 22 and 23: its weakness in speaking.’ Contra
Page 24 and 25: ReferencesAdair-Hauck, B Willingham
Page 26 and 27: Rossett, A, Douglis, F and Frazee,
Page 28 and 29: Part 1 - English forAcademic Purpos
Page 30 and 31: 1A collaborative online readingand
Page 32 and 33: engaging approach to teaching, wher
Page 34 and 35: page evaluation strategies, and col
Page 36 and 37: ConclusionStudents received course
Page 38 and 39: 2Blended learning in English forAca
Page 40 and 41: All in the blendReports on the appl
Page 42 and 43: level of agreement or disagreement
Page 44 and 45: Hyland, K and Hyland, F (1992) Go f
Page 46 and 47: 3A blended English asa Foreign Lang
Page 48 and 49: A summary of my guiding principlesW
Page 50 and 51: Later in the course of the academic
Page 52 and 53: ReferencesBadger, R and White, G (2
Page 54 and 55:
4Incorporating blended learningin a
Page 56 and 57:
Rationale of our blended approachTh
Page 58 and 59:
Table 2: Incorporations to the blen
Page 60 and 61:
The blend comes to lifeThe technolo
Page 62 and 63:
■■■■■■■■■■■
Page 64 and 65:
Comments on Part 1Brian TomlinsonTh
Page 66 and 67:
Part 2 - Teacherdevelopment
Page 68 and 69:
5A blended learning teacherdevelopm
Page 70 and 71:
The face-to-face elementBecause of
Page 72 and 73:
ookmarking because social bookmarki
Page 74 and 75:
and instructional design of the onl
Page 76 and 77:
Encourage learner autonomy and refl
Page 78 and 79:
6Reversing the blend:From online to
Page 80 and 81:
Generally speaking though, very tec
Page 82 and 83:
■■to know each other a bit. We
Page 84 and 85:
It was frustrating a couple of time
Page 86 and 87:
7A case study of blendedlearning: T
Page 88 and 89:
Delivery media and instructional st
Page 90 and 91:
expected to use it appropriately. H
Page 92 and 93:
ReferencesBachman, LF and Palmer, A
Page 94 and 95:
8Blended learning:The IDLTM experie
Page 96 and 97:
learning and characteristics, and k
Page 98 and 99:
There is a fourth activity type in
Page 100 and 101:
their own style of learning. At the
Page 102 and 103:
Garrison, D and Vaughan, ND (2007)
Page 104 and 105:
9Creating a blended DeltaModule One
Page 106 and 107:
The course componentsIn 2008 our ex
Page 108 and 109:
Figure 4: Quizzes can be in hot pot
Page 110 and 111:
(as is the popular demand) must now
Page 112 and 113:
ReferencesDewey, J (1998) Experienc
Page 114 and 115:
10The Cambridge CELTAcourse onlineJ
Page 116 and 117:
during and beyond the course. Indee
Page 118 and 119:
TechnologyThe platform for the onli
Page 120 and 121:
an answer, individual trainees don
Page 122 and 123:
Secondly, through the work of the O
Page 124 and 125:
trainees’ marked assignments, les
Page 126 and 127:
Hofmann, J (2011) Blended learning:
Page 128 and 129:
Comments on Part 2Brian TomlinsonA
Page 130 and 131:
Learning a new language and reflect
Page 132 and 133:
Part 3 - English forSpecific Purpos
Page 134 and 135:
11Blended learning: Podcastsfor tax
Page 136 and 137:
to the content (see below). Additio
Page 138 and 139:
Making recommendationsMy friend And
Page 140 and 141:
SustainabilityBlended learning ofte
Page 142 and 143:
Kukulska-Hulme, A and Shield, A (20
Page 144 and 145:
12A blended learning course for the
Page 146 and 147:
performance with grammatical struct
Page 148 and 149:
esources available to them. Thus, a
Page 150 and 151:
13Blended learning for English forO
Page 152 and 153:
The presentations and reports parti
Page 155 and 156:
2. ‘Technology is only important
Page 157 and 158:
154 | Blended learning for English
Page 159 and 160:
in nature meant that each time we w
Page 161 and 162:
economic downturn led to many clien
Page 163 and 164:
in the later versions of the course
Page 165 and 166:
an exemplar of not only pedagogical
Page 167 and 168:
A description of the blend/material
Page 169 and 170:
Figure 2: News page including stude
Page 171 and 172:
Figure 5: Learner comment about cor
Page 173 and 174:
Figure 7: Student dialogue for clas
Page 175 and 176:
A summary of my blended learning co
Page 177 and 178:
174 | Using a wiki to enhance the l
Page 179 and 180:
hazard a guess that it was over con
Page 181 and 182:
the management of the centres would
Page 183 and 184:
There was a steady increase in the
Page 185 and 186:
3. User experience - feedback on th
Page 187 and 188:
184 | A military blend
Page 189 and 190:
186 | Comments on Part 3
Page 191 and 192:
188 |
Page 193 and 194:
■■■■the creative grammar mo
Page 195 and 196:
WeekTime(mins)ContentPart of thesys
Page 197 and 198:
■■■■Writing (in tasks and d
Page 199 and 200:
■■The online modules are never
Page 201 and 202:
One should not expect these problem
Page 203 and 204:
200 | A thinking-based blended lear
Page 205 and 206:
Moreover, as a result of increased
Page 207 and 208:
In general, the students remarked t
Page 209 and 210:
206 | A blended learning approach t
Page 211 and 212:
students who had 18 hours of compul
Page 213 and 214:
experimental class outperformed the
Page 215 and 216:
212 | Students’ CALLing
Page 217 and 218:
Introducing Macmillan English Campu
Page 219 and 220:
In both scenarios, the ratio of con
Page 221 and 222:
attending scenario 1 courses. The o
Page 223 and 224:
220 | Lessons in blended learning
Page 225 and 226:
in classrooms without electricity i
Page 227 and 228:
224 |
Page 229 and 230:
Table 1: Neumeier’s (2005) framew
Page 231 and 232:
Reasons given in the literaturefor
Page 233 and 234:
SoftwareNew Learners in the NewEuro
Page 235 and 236:
Keedwell’s (Chapter 13) blend on
Page 237 and 238:
Table 7: Learning theories, languag
Page 239 and 240:
What will the interactional pattern
Page 241 and 242:
Whittaker (Chapter 16) believed tha
Page 243 and 244:
SummaryThis chapter draws on the li
Page 245 and 246:
242 | Conclusion
Page 247 and 248:
244 | Appendix 1 - Questions for bl
Page 249 and 250:
246 |
Page 251 and 252:
language proficiency tests brought
Page 253 and 254:
Louise Ingham has taught English to
Page 255:
Alexander Sokol, PhD, is principal
show all

Here - EnglishAgenda - British Council

Create successful ePaper yourself

Delete template?

Save as template?