1. Quality language teaching in (mainstream) schools Creating a culture of quality EAQUALS / ALTE Conference Lisbon November 2008

2. Outline What do we mean by quality?What do we mean by quality? Creating a quality cultureCreating a quality culture Describing what you doDescribing what you do Leadership?Leadership?

3. How do we describe quality? A good lessonA good lesson Outstanding progressOutstanding progress A successful schoolA successful school An enriching experienceAn enriching experience Brilliant teachersBrilliant teachers What criteria would you use for describing these?

4. What do we mean by a « culture of quality »? Quality competence in an individual:Quality competence in an individual: A set of attitudes, skills and habitsA set of attitudes, skills and habits Quality competence in a group, or institution:Quality competence in a group, or institution: LeadershipLeadership Intellectual and emotional capacityIntellectual and emotional capacity

5. Stimuli and brakes on quality Which of these help create a quality culture in the school?Which of these help create a quality culture in the school? Which ones hinder quality?Which ones hinder quality? School inspectors National curricula ParentsCoursebooks Examinations and standardised tests Colleagues

6. A positive culture Features of a positive culture:Features of a positive culture: Teachers talk to each otherTeachers talk to each other Ideas and materials are sharedIdeas and materials are shared Lessons are observedLessons are observed There are projects and action researchThere are projects and action research Leadership is distributedLeadership is distributed

7. Try and express for yourself your commitment to quality in your job. « For me quality means … ». « For us, quality means…. » Commitment

8. Emotional capacity grows through shared vision, strong commitment to the institution’s values, ambitions and goals. Intellectual capacity is founded in emotional commitment and is grown through consistent, stimulating professional development, learning dialogues and experiences Building capacity

9. The following cluster of skills will be evident in a quality culture: active listening, empathising; giving feedback, giving praise; managing conflict, negotiating; networking. Skills for a quality culture

10. What are my institution’s most significant skills and capabilities? What problems and challenges do we need to overcome? Looking back over the last three years what would I change? What do our clients really want? Are my perceptions of the institution’s culture shared by my colleagues? Would I recommend the institution to a friend: to work there? to study there? Assess your quality culture

11. Quality principles 1 A relational modelA relational model It must start with an identification of the “client” of the schoolIt must start with an identification of the “client” of the school Client needs, wishes and motivation must be analysedClient needs, wishes and motivation must be analysed Opportunities for negotiation and feedback are providedOpportunities for negotiation and feedback are provided There are procedures for measuring short-term and long-term satisfactionThere are procedures for measuring short-term and long-term satisfaction

12. Quality principles 2 Process-orientationProcess-orientation Requires an analysis of the processes of design, delivery and evaluation of language educationRequires an analysis of the processes of design, delivery and evaluation of language education Design – fixing aims, objectives, sequencing, contentDesign – fixing aims, objectives, sequencing, content Delivery – presentation, managing activities, setting tasksDelivery – presentation, managing activities, setting tasks Evaluation – assessing results, affective impact, efficiency of processesEvaluation – assessing results, affective impact, efficiency of processes Quality slogan – “Doing the right things, doing them right”Quality slogan – “Doing the right things, doing them right”

13. Quality principles 3 Results orientedResults oriented Is intended to implement change – in practices, methods, approachIs intended to implement change – in practices, methods, approach Requires specific measurable objectives, indicators of successRequires specific measurable objectives, indicators of success Starts with the baseline – what is the starting point?Starts with the baseline – what is the starting point? Needs steps for “institutionalising”, making the quality part of everyday procedureNeeds steps for “institutionalising”, making the quality part of everyday procedure

14. Principles for quality 4 Value driven trainingValue driven training Involves identifying the values in the institutionInvolves identifying the values in the institution Respect for the individualRespect for the individual Personal developmentPersonal development Social cohesionSocial cohesion Intercultural understandingIntercultural understanding ………… Quality slogan – “Training without clear values is like a monkey learning new tricks”Quality slogan – “Training without clear values is like a monkey learning new tricks”

15. Some suggestions Inter-cultural competence : « evidence of activities which encourage learners to reflect on linguistic and cultural similarities and differences; opportunities for developing appropriate strategies for effective inter- cultural communication »Inter-cultural competence : « evidence of activities which encourage learners to reflect on linguistic and cultural similarities and differences; opportunities for developing appropriate strategies for effective inter- cultural communication »

16. The interest, relevance, appropriacy of texts Texts = both spoken and written language:Texts = both spoken and written language: « lessons include input of spoken and written texts, which are at an appropriate level for the learners, adapted to their interests and needs; priority is given, where this is possible, to authentic use of the target language »« lessons include input of spoken and written texts, which are at an appropriate level for the learners, adapted to their interests and needs; priority is given, where this is possible, to authentic use of the target language »

17. Some suggestions Inter-cultural competence : « evidence of activities which encourage learners to reflect on linguistic and cultural similarities and differences; opportunities for developing appropriate strategies for effective inter- cultural communication »Inter-cultural competence : « evidence of activities which encourage learners to reflect on linguistic and cultural similarities and differences; opportunities for developing appropriate strategies for effective inter- cultural communication »