Trends in EFL Teacher Training: 1980s Methods and Strategies English Language Enhancement Materials Collection and Development Second Language Acquisition Theories US Culture / US Studies: Cultural Activities Interacting with US ESL Teachers (in US-based programs) K – 12 School Visits (in US-based programs)
Trends in EFL Teacher Training: 1990s All of the 1980s and... Curricular Development Communicative Language Teaching Follow-on Activities
Trends in EFL Teacher Training: 2000s All of the 1990s and... Role of Technology (Email and Internet) in English Language Teaching Participatory Language Teaching / Transformative Pedagogy
Mexican Teachers at University of Arkansas (July 2003)
Group of Mexican Teachers at University of South Carolina (July 2004)
Group of Russian and Kazakh Teachers at the University of South Carolina (2004)
Working with Non-Native English- Speaking English Language Teachers: Challenges Uneven English Language Proficiency Lack of Confidence in Using / Teaching English Lack of Confidence in Teaching Business English Lack of Linguistic Diversity among Participants More…
Challenges, cont. Uneven Computer Literacy Affective Issues Realities of Teaching English in Some Countries: Large Classes (40 – 50 students!) Mandated Curriculum
Working with Non-Native English- Speaking English Language Teachers: Rewards Eagerness To Learn High Level of Motivation Willingness to Take Risks Creativity Professional Growth
What Has Been the Impact of US-Provided Training? 97%I have used what I learned / some of what I learned in my teaching. 94%My teaching has improved. 86%My English language skills have improved. 86%I have become a more professional English language teacher. 83%I have informally shared what I learned with my colleagues in my school. Mexican English teachers said, in a February 2006 electronic survey with 35% return… More…
… Impact of US-Provided Training, cont. 63%I have kept in touch with other Mexican teachers that I met during the US-provided program. 46%I have given a presentation on what I learned at my school. 23%I have given a presentation on what I learned in my city / state. 14%I have attended a MEXTESOL conference. 6%I have presented at a MEXTESOL conference. 6%I have applied for another US-funded program.
Becoming an English language teaching (ELT) professional is the key to becoming an agent of change.
Becoming an ELT Professional Adapted from Pennington, M., & Young, A.L. (1991). Procedures and instruments for faculty evaluation n ESL. In Pennington, M, ed., Building better English language programs: Perspectives on evaluation in ESL. Washington, DC: NAFSA, p. 193. Learning as a Trainee Following the Curriculum as a Novice Teacher Developing Materials and Expertise in Favorite Areas as an Intermediate Teacher Seeking New Methods and Strategies as an Experienced Teacher
Being an ELT Professional: How Many of You Have.... Held an office in an international organization? Presented at an international conference? Attended an international conference? Held an office in your country’s ELT organization at any level: local, regional, or national? Presented at your country’s ELT conference at any level: local, regional, or national? Attended a conference at any level: local, regional, or national?
Presented a teacher-training session at the regional or city level? Attended a regional teacher-training session? Presented a teacher-training session at your school? Attended a teacher-training session at your school? Participated in a US teacher-training program, either in your country or the US? Being an ELT Professional: How Many of You Have....
Why do we do this?!?!?!? We are busy teachers!!!!!! Are we crazy?!?!?!?!
We do this because we want to.... …Learn more about our profession. …Collect new ideas. …Share new ideas. …Meet other professionals. …Treat and/or prevent burnout. …Network. Serve as agents of change and make a difference in our profession.
New Energy Synergy Professional Development Change
How Do We Grow As ELT Professionals? Sharing Ideas with Colleagues as an Advanced Teacher Training Teachers as a Professional Teacher Being an ELT professional, we can all be agents of change in our schools, our cities, our regions, and our nations.
How can we be agents of change? …Get involved: Attend conferences. Present at conferences. Serve the profession. …Start small and comfortable—at the school level and/or local ELT level. …Be inclusive and work together. As an ELT professional....
…The best teachers never stop learning. And the best way to learn is to teach. How can we be agents of change? As teacher trainer....
Teacher Training Design 1.Begin with a Needs Assessment to determine trainees’ expectations and needs and adjust training program content and activities accordingly, if needed. 2.Create a “community of learners” in your training program. 3.Model effective TEFL techniques when presenting TEFL content. (This modeling then becomes “input.”) 4.Debrief the modeling to facilitate “intake.” 5.Assign “output” activities to support English language enhancement.
6.Collect contact information of the trainees and distribute the information. 7.Collect both quantitative and qualitative evaluative data at the end of the program to determine the success of the program and learn how to improve future training programs. 8.Conclude your training program with a celebration of learning. Teacher Training Design
“Successful teachers are vital and full of passion. They love to teach as a writer loves to write, as a singer loves to sing. They are people who have a motive, a passion for their subject, a spontaneity of character, and enormous fun doing what they do.” -Thomas Cronin Share that passion not only with your students but also with your colleagues, and see how you grow as an ELT professional. You will then be an agent of change and you will make a difference in English teaching in your world.