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Post on Jan views. Yahya, A, Chan, M. Young Investigating global practices in teaching English to Young Learners Sue Garton, Fiona Copland and Anne Burns A global study of primary English teachers qualifications, training and career development Helen Emery Confucius, constructivism and the impact of continuing professional development on teachers of English in China Viv Edwards and Daguo Li Pulling the threads together: Vilches How to make yourself understood by international students: This is why we decided in to launch a scheme to support research which will make a real practical and positive difference to the teaching and learning of English around the world.
There has been a boom in the teaching of English globally over the last twenty years, and we currently estimate that some 1. It is important that a global activity of n.44174 scale has a research base to support it.
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The British Council is proud to be a part of that. More than fifty UK universities are actively engaged in English Language Teaching research and teacher training and every year hundreds of teachers and thousands of students come to the UK to benefit from the expertise of these universities and of British Council accredited English Language training providers. Each piece of research in this collection has been led by a university in the United Kingdom.
In each research project, the lead university has contributed to the cost of the research, making the projects true partnerships, and we thank them for their commitment to the advancement of knowledge in the field. In many cases, the UK university has worked in collaboration with universities and researchers in other countries, and we welcome and encourage such international research collaboration.
This collection and the ELT Research Partnership scheme which underpins it, is part of a portfolio of activities in which the British Council contributes to English Language Teaching around the world. We have global websites for both learners and teachers, run a range of face-to-face and online courses, and make material available through a wide variety of technology platforms.
Our Teaching Centres in many countries aim to be models of good classroom practice. All applications are evaluated by a panel of well-qualified ELT practitioners and we thank colleagues who have performed this vital role: Above all we thank our friends and colleagues from all over the world who have participated in the research projects. Learners with dyslexia have difficulties in reading and writing. In Singapore there are about 20, primary and secondary school learners with dyslexia.
This paper presents research findings on the perceptions and feelings of primary school learners with dyslexia in Singapore regarding their learning of school subjects through English, together with how they use strategies to overcome some difficulties. It is difficult to use conventional research methods e. Methods of elicitation of metaphors include game playing, picture drawing, role playing and questions and answers.
The findings help researchers and educators to understand both positive and negative perceptions of young learners with dyslexia concerning their learning of English. The paper also suggests useful ways to help these learners deal with their difficulties in learning. Multilingual dyslexic learners can use metaphors to express themselves successfully if appropriate support and activities are provided, and the use of metaphor can be employed as an effective method to understand the learners better.
Its main aims were to: The project was conducted using both quantitative and qualitative methods. Quantitative data were collected through a survey that resulted in 4, responses from countries, with responses emerging from all continents. Qualitative data were obtained through five observational classroom case studies of teaching practices in Colombia, Italy, Korea, Tanzania and the UAE. The study uncovered a wide range of factors concerning the teaching of English to young learners globally from the perspective of teachers involved in implementing these programmes.
In particular, it showed that many of these factors are commonly experienced by teachers across different countries and contexts. Five key recommendations are made: The pre-service and in-service training of teachers to teach young learners needs to be considerably strengthened.
Greater opportunities need to be found for sharing ideas and experiences amongst primary school teachers of English both nationally and internationally. For a large number of teachers, there is substantial need for English language development. An expanded range of materials for teaching young learners is needed.
Educational policy developers should be provided with advice, based on current research and good classroom practice, on effective curriculum development for young learners to enhance the learning experience of children.
Helen Emery This research reports a global study of primary English teachers qualifications, training, teaching experience and career development. Data were collected via the use of an electronic survey, which gathered almost 2, responses and in-depth face-to-face interviews with classroom teachers and Head Teachers in nine countries around the world.
Subjects represented rural and urban teachers who worked in state and private institutions. The findings indicate some global trends in areas such as the widespread nature of English Language Teaching ELT and the drive to introduce English to ever younger learners.
On the positive side, findings indicate that class sizes are small for the majority of teachers under 35 children. However a cause for concern is the low number of teachers with a degree, and the number of teachers who have undergone specific training to teach the age that they currently teach, or to teach English. Teachers were overwhelmingly positive in their attitudes towards the profession, and most said they would recommend primary English teaching to others as a career.
The study raises issues which it is felt should be taken up by ELT providers, and describes some solutions to problems which have been developed in certain contexts. Confucius, constructivism and the impact of continuing professional development of teachers of English in ChinaAuthors: Viv Edwards and Dagou LiIn this article we explore issues around the sustainability and appropriateness of professional development for secondary teachers of English in China offered by overseas providers through the lens of teachers who completed courses at the University of Reading between and We start by offering an overview of English teaching in China.
We then describe the collection and analysis of interviews and focus groups discussions involving former participants, their teaching colleagues and senior management, as well as classroom observation. Evidence is presented for changes in teachers philosophies of education directly attributable to participation in the courses; for improved teacher competencies linguistic, cultural and pedagogical in the classroom; and for the ways in which returnees are undertaking new roles and responsibilities which exploit their new understandings.
Finally, we discuss the implications of these findings for both providers and sponsors of CPD for English language teachers. We conclude that the recognition of English as an essential element in the modernisation of China, together with the growing awareness of the weaknesses of traditional approaches to the teaching of the language, has opened up new spaces for dialogue concerning pedagogy and professional practice.
It is clearly important, however, that new approaches to the teaching of English are presented in a way which allows teachers to decide which elements should be incorporated into their teaching and how. Clare WardmanProvision of support for children who speak English as an Additional Language EAL in UK primary schools is geographically variable, due in part to a lack of centralisation of funding and resources, which is caused by EAL not being a National Curriculum subject.
This paper considers a range of international and UK-based research and policy for educating children with minority languages. It reports on a qualitative study conducted in the north of England during summerwhich sought to analyse current practice in UK primary schools alongside the existing research findings, focusing on the linguistic and sociocultural aspects of being a bilingual learner.
Participant schools were geographically widespread, providing diverse social and linguistic communities to consider. Teachers and teaching assistants were interviewed regarding their attitudes to: Classroom observations and inspection data were also employed.
Significant variety in provision for bilingual learners was observed; mainly due to the location of the school, the postcode of which affects the funding received, and number of bilingual learners in the schools.
The decentralisation leads to: This deficit of training means that teachers tend to wing it, rather than offer an innovative approach to the education of bilingual children.
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The author investigated early learning of EFL from a contextualised perspective. Processes and outcomes of early EFL are analysed considering a number of relevant contextual and individual learner factors as well as their interactions. Based on the findings it is concluded that contextualised approaches can offer a broader and deeper insight into early EFL learning. Erling, Philip Seargeant, Mike Solly, Qumrul Hasan Chowdhury and Sayeedur Rahman The high status of English within a global economy of languages has meant that English language education is increasingly being promoted in international development initiatives.
This is despite the fact that it may seem more valuable for the estimated 1. A reason for the promotion of English language education in development contexts is in part a response to a growing conviction that English-language education can play an important role in helping people gain the resources to lift themselves out of poverty and increase their ability to participate in the world economic systems from which they have previously been excluded.
Despite the strong associations often made between the English language and development, there is, however, only limited evidence showing a relationship between the two. A first step in understanding this impact is an understanding of perceptions and expectations of English learning for personal and national development, and this research project investigates these in two rural communities in Bangladesh.
Through the use of an ethnographic survey of two rural areas, it studies the needs and aspirations of the local community in order to better understand perceptions of whether, and if so how, English language education could productively contribute to development as part of a wider programme of social and economic support. English language teachers beliefs and practices Authors: Simon Borg and Saleh Al-Busaidi Learner autonomy has been a key theme in the field of foreign language learning for over 30 years.
Only limited space in the extensive literature available, though, has been awarded to the study of what learner autonomy means to teachers and this project addressed this gap. The beliefs and reported practices regarding learner autonomy of 61 teachers of English at a large university language centre in Oman were studied via questionnaires and interviews.
The findings highlighted a range of ways in which teachers conceptualised learner autonomy, though it was commonly seen in terms of strategies for independent and individual learning.
The study also shed zgosto on both teachers positive theoretical dispositions to learner autonomy as well as their less optimistic views about the feasibility of promoting it in practice. Teachers views on the factors that hinder the development of learner autonomy were also explored and most salient among these were what the teachers saw as adverse learner attributes such as a lack of motivation and limited experience of independent learning.
Institutional factors such as a fixed curriculum were also seen 200 limit learner autonomy.
In addition to this empirical work, this project involved professional development workshops on learner autonomy for the participating teachers; these workshops were informed by the empirical phase 10 Overview Overview 11of the project and we believe that this model of linking research and in-service teacher education can be effective in supporting institutional development in relation to a wide range of issues in foreign language learning.
Using e-learning to develop intercultural awareness in ELT: Will Baker E-learning offers many new pedagogic opportunities as well as challenges but while it has grown in prominence, it is still far from a normalised part of English Language Teaching ELT. Similarly, the significance of the cultural dimension in ELT has also gained in importance.
However, the use of English as a global lingua franca, going beyond the traditional native-speaker English countries, has resulted in a need for a more intercultural approach to ELT that recognises this role for English. This study investigated the development of an online course in intercultural communication and intercultural awareness for a group of English language learners in a setting in which English predominantly functions as a lingua franca.
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A 15 hour independent study online course was developed and delivered to 31 students and six teachers from a higher education institute in Thailand. The interactive online materials for the course are presented and discussed in this paper as well as student and teacher feedback.
The findings demonstrate generally positive responses to both the course contents and the course delivery through e-learning. However, while most of the participants gave the course positive ratings, many still felt they would have preferred a face-to-face course.
In relation to the course content, the participants had very favourable attitudes and responses to learning about intercultural communication and global Englishes. Tanggap, tiklop, tago receive, fold, keep: Alan Waters and Maria Luz C. Based on a synthesis of findings from the ELT and non-ELT literature on the topic, this study therefore first of all attempted to develop a user-friendly theoretical model for informing best practice in this area.
The data were elicited by a variety of research methods interviews, focus group meetings and questionnaire survey from a cross-section of ELT trainers and teachers in a representative ELT situation that of government schools at the basic education level in the Philippines. The findings were analysed in terms of each of the mains stages involved in INSET design and delivery pre- while- and post-and are seen i to confirm the validity of the theoretical model and ii to provide a number of practical guidelines on how to maximise the potential for best practice in ELT INSET.
The role of metaphor in academic tutorialsAuthors: Jeannette Littlemore, Fiona MacArthur, Alan Cienki and Joseph HollowayIn recent years there has been a significant increase in the number of international students studying at British universities. This contributes to making universities more universal centres of debate, enquiry and learning, enriching the culture of our universities through numerous multicultural encounters.
However, it is not always a straightforward matter to take full advantage of the opportunities offered by the presence of international students in our classes.