1. Training the (Non) Natives – A Comparison Of Issues On Teacher Training Courses Nick Kiley Teacher Training Manager Apollo Education & Training (International House)

2. Whats it all about? The people we train What we train The difficulties / issues they have Reflection on how EFL courses / methodologies fit with the Vietnam context Thoughts on whats required

3. The trainees Cambridge CELTA o Native-speakers o Non-native speakers (European) o Non-native speakers (Vietnamese) Experience of teaching English Experience of teaching other subjects No classroom experience Local teacher training courses o Vietnamese teachers of English (vocational colleges) Previous teacher training No previous teacher training

4. Approaches taught Communicative Approaches o Presentation; Practice; Production (PPP) o Task-Based Learning (TBL) o Test-Teach-Test (TTT) Discovery Approach Lexical Approach Student-centred Learning Learner Training

5. Contrast with traditional approaches? Grammar translation Rote learning Direct method Teacher-centred Emphasis on grammatical accuracy over communicative competence Vocabulary taught in single-item units Reading used as primary source of language input

6. Native Speakers - The Challenges Language awareness Grammar; lexis; phonology Previous language learning experience Limited / traditional approaches Lack of awareness of target culture Lack of awareness of students L1 language systems Previous experience teaching English Habits - formed through trial and error Unclear career goals Unclear personal goals Inter-trainee cultural awareness

7. Non-native Speakers - The Challenges Fossilisation Own English Level Confidence Cultural differences Educational background Other trainees Trainers Access to resources Cultural / work expectations Student expectations about classroom use of L1

8. Benefits of Training in Communicative Approaches Emphasis on student communication Less focus on teacher Receptive skills (reading; listening) Emphasis on strategies Integrated Approach Interactive / communicative activities = interesting Several approaches (TBL; TTT etc.) focus heavily on students needs Emphasis not necessarily on grammatical accuracy

9. A Quiz… When Vietnamese teachers of English come on our training courses, what do they say are the biggest problems facing them?

10. Challenges of converting communicative approach training to Vietnamese classrooms Class sizes Most approaches and techniques taught can be converted to larger classes Resources Requires adaptation Students as resource / creators of resources Own language / confidence Using texts as a learning resource Learner training Differentiation between teaching & learning

11. Who Wants to be a (TEFL) Millionaire? (Answer = Nick) Question One (Worth: Past Simple) Who finds the training courses hardest? Answer:The School Cleaner… Question Two (Worth: Passive voice) How easily can communicative approaches be adapted to Vietnamese classrooms? Answer:Fairly, depending on your situation Question Three (Worth: Future perfect continuous) Why should we bother with communicative approaches? Answer:

12. So, what does the future hold? Openness of Vietnamese teachers to new methodologies Cascading? Development of training courses relevant to Vietnamese situation? Integration of methodologies and Vietnamese experience More English teachers required by government More Vietnamese move into teacher training?