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Looking anew at in-service development of English as Foreign Language teachers: An OdeL model Colyn Davey: English Studies College of Science and General.

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Presentation on theme: "Looking anew at in-service development of English as Foreign Language teachers: An OdeL model Colyn Davey: English Studies College of Science and General."— Presentation transcript:

1 Looking anew at in-service development of English as Foreign Language teachers: An OdeL model Colyn Davey: English Studies College of Science and General Studies Alfaisal University, Riyadh Realising the potential of ODeL

2 Change in the EFL Curriculum The West in trouble End of the hegemony Rise of the BRIC countries Change in the nature of work Global relocation Outdated teachers

3 English for cultural purposes, for communication with Westerners ESP for international socio- economic transaction Western imperium socio-political interests New order (Eastern) & regional emphases Abstract, all-embracing, one-size- fits-all syllabus Utilitarian, instrumental, custom- built syllabus Focus: Humanities with a western ideological underpinning Focus: Transferable skills-and- content underpinning Four Skills for general all-purpose communication Seven Skills for information transfer Skills usually taught separately, but integrated for literary purposes Seven Skills are taught as a matrix & integrated with subject material Textbook, hardcopy-text and teacher delivered Device and internet delivered and teacher managed

4 Content and Language Integrated Learning Language Content Subject matter determines the content, learning sequence and structural development; The transferability of language (and content) skills are paramount; and Learner profiles are taken into account in task types and teaching methodology.

5 EFL Catch-22 situation: (1) NNS teachers From Middle East & South Asia From teacher-talk, textbook-driven, grammar-translation backgrounds Over-emphasis on (a) theoretical linguistics (the Middle East) and (b) English literature (South Asia) Teach as they were taught Mostly MA holders, but with problematic linguistic competence Learning in NS environments difficult Their salaries are low Do not qualify for postgraduate scholarships Non-mobile (mature, embedded in extended kinship families) With limited IELTS/TOEFL scores, no admission to NS programs

6 EFL Catch-22 situation: (2) NS teachers Relatively few (salary) Though they can teach in English, many (but not all ): teach at odds with the social, cultural, religious context have no qualification except their NS status have qualifications but not in English have qualifications in English but with no teaching qualification have qualifications only in NS or ESL education speak with regional accents that students cannot understand have poor knowledge of structure cannot answer technical questions cannot teach at students pace cannot teach to student difficulties with content or skills cannot modify their pace or vocabulary for EFL situation

7 EFL Catch-22 situation: (3) In-service training Not available: MA TEFL in Saudi Arabia Available: MA (Applied Linguistics) King Saud University (Riyadh) –Admission only for citizens. –Theoretical (no teaching focus) Available: Accredited distance e-learning TEFL Masters –Expensive –High TOEFL admission requirements –Inaccessible readings –ESL focus Not available: Part-time Education College facilities

8 Program aims of an online TESOL Masters PERSONAL - address participants language competence - provide for them to work on their concerns, at their own pace, in their own time and place - update and extend their computer literacy PROFESSIONAL - meet their teaching and learning needs by modelling best practice - compare/contrast their own practice in the light of developing theory - modify their teaching acts considering the conditions in which they work COGNITIVE - increase and update professional knowledge - explore alternative interpretations of theory and practice - develop EFL theory in relation to classroom practice

9 Program aims of an online TESOL Masters METACOGNITIVE - critically appraise their own construct of EFL - take stand on alternative interpretations of theory & practice - reflect on the application of professional knowledge in varying educational contexts COLLABORATIVE - provide a forum for sharing experiential knowledge - seek group-think solutions to relevant professional educational problems - participate in a community of EFL practitioners SELF-INVESTED - explore EFL teaching, language, concepts of concern to them - explore a key (a) research or (b) development task - extend the ability to work autonomously in a professional area

10 ODeL delivery Module 1Module 2Module 3Module 4Module 5 Tasks Wiki Discussion forum Blogs email Postal serviceTelephone & mobile Face-to-face interview Forms & instructions ReadingsPowerpoints Colloquial texts Audio-visual materialAudio clipsVideo / podcasts Tests Base-line [APL] QuizzesExaminationGamesI-searchAudio-visual production DiagnosticSystemicSummativeFormative Adapted from Goodwin-Davey, A.A. (2011) CDs / DVDs / radio Content: Theory in practice; alternate interpretations Authentic interdisciplinary cross-contextual resources Learning Management Communication Active interaction for student autonomy & responsibility Real assessment tasks for real situations Reflection Summer schoolsWeekend Forums Research Campus admin visits Satellite & videoconferencing Webcams & mobiles

11 Program aims and online delivery matrix Management Authentic Resources Content: Theory & practice InteractionAssessment Personal Professional Cognitive Metacognitive Collaborative Self-invested

12 EFL101: Alternative methodologies (Unit 1 of 4) LO: increase and update professional knowledge Management Authentic Resources Content: Theory & practice InteractionAssessment COGNITIVECOGNITIVE Course site Entire course (videos, audio- text, study manual) also available on CD Audio-text: Introductory instructions to the course Lecturer availability by phone/email CD Audio-text Video: Brit Council Communicative Approach video live-lesson Study manual readings (selected, edited, with glossary, Q & A, & test-yourself protocols Q) Links to EFL websites written for NNS Study manual texts: EFL Approaches & Methods Grammar Translation Direct method Audiolingual Communicative TPR Eclecticism Wk1 Discussion board: My worst EFL learning moment Wk2 Journal / blog entry: My worst EFL teaching moment Wk3 Collaborate on designing joint lesson using a n agreed upon approach Wk4 Feedback & reflection after presenting the lesson live Contrast table of Grammar Translation with 2 other re teacher role, role of mother tongue, integration of skills, learner involvement Groupwork assessment: Approach lesson plan Podcast of live lesson-in-progress using joint plan.

13 Some technical issues For admission, candidates will: have a minimum of Band 5.00 (IELTS) or 500 (TOEFL) have academic studies equivalent to a 4-year post-Grade 12 qualification. be in service, with the availability of their own cadre of students with whom to work. be computer literate, have access to a PC or laptop with internet connectivity.

14 What needs to be done?

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