scholarly journals Towards Need based Teacher Development Programme

2020 ◽  
Vol 3 (10) ◽  
pp. 141-142
Author(s):  
Kothakota Parasurama
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Training Programme ◽  
English Language Teaching ◽  
National Language ◽  
Regional Language ◽  
Ultimate Objective ◽  
Training Programmes

English Language has been taught as a second language in a multilingual situation in India where a three language formula is in practice as language policy of the country. The other two languages are the regional language and Hindi the assumed national language. English language teaching begins at different levels in the different states of India. In states like Andhra Pradesh it begins from class1. To develop proficient users of this language has been the ultimate objective of teaching it at the school and collegiate levels. To develop the same, the need of the hour as it has been is the development of a cadre of facilitators of language learning whose abilities need to be of a high order and are equipped with a set of core and soft skills and with craft knowledge required for an effective transaction of the prescribed content and thus realize the desired curricular objectives. Besides, the teacher of English in the changing scenario has to be a willing co participant in the language learning process. In this background this paper attempts to identify those skills required of the practicing teacher and the need for having an alternative need based curriculum at the teacher training programme levels with special reference to in service teacher training programmes.

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

scholarly journals An investigation of EFL Teachers’ Professional Development in Algeria: Practices and Perspectives

2020 ◽  
Vol 3 (11) ◽  
pp. 94-101
Author(s):  
Ziani Melouka ◽  
Lahma Saadia
Keyword(s):  
Professional Development ◽  
English Language ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Training Programme ◽  
English Language Teaching ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Training Programmes

In English Language Teaching, the complexity of competencies and skills required for maximum achievement calls for a highly structured training programme which caters for a Continuing Professional Development(CPD)  of EFL teachers. Hence, it has become more important than ever to involve teachers in the decision making and designing of their CPD programmes. The present paper, then investigates how effective is continuing teacher training to teacher professional development in Algeria. In an attempt to answer this question, an investigation was carried out on a sample of 56 secondary school teachers of English in RELIZANE, Algeria. Using observation and interviews, teachers and teacher trainers were examined on their different standpoints to CPD. The research findings revealed that the participants expressed the same need for a continuing professional development regardless their expertise. But, their perceptions regarding their role in their CPD reflected their dependence on the institutional training programmes. Indeed, it was found that teachers rarely reflected on their education or kept track of their development as teachers.

scholarly journals IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES

2017 ◽  
Vol 75 (2) ◽  
pp. 194-203
Author(s):  
Nina Raud ◽  
Olga Orehhova
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Education Policies ◽  
Efl Teachers ◽  
Service Training ◽  
Training Programmes

In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.

Setting New Standards for In-service Teacher Training

2017 ◽  
pp. 300-310
Author(s):  
Servet Çelik
Keyword(s):  
Teacher Training ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
English Language ◽  
English Language Teaching ◽  
Efl Teachers ◽  
Other Information ◽  
Service Training ◽  
Teacher Professional ◽  
The Impact

The top-down approach to teacher professional development that is typical in the Turkish context has been highly criticized in recent years as failing to meet the practical needs of classroom practitioners. Amid increasing calls for a more meaningful approach to in-service training, the author was called on to develop and present a seminar for Turkish teachers of English as a foreign language that would support their understanding of a newly designed English language teaching. With the need for responsive teacher training in mind, the author designed a program that would encourage teachers to share their experiences in the classroom and to highlight their concerns. Furthermore, the program would provide opportunities for ongoing interaction between the participants and the author in terms of feedback on the process, the impact of the program, and sharing of resources and other information. This chapter provides a detailed description of the training program, which was offered in two separate modules for elementary and secondary EFL teachers. The author hopes that the program may provide a useful model for teacher trainers and program designers in providing an actionable approach to teacher development.

ENGLISH LANGUAGE TEACHING IN INDIA: ISSUES AND INNOVATIONS.R. K. Agnihotri and A. L. Khanna (Eds.). New Delhi, India: Sage, 1995. Pp. 338. $42.00 cloth.

1997 ◽  
Vol 19 (3) ◽  
pp. 409-410
Author(s):  
B. Kumaravadivelu
Keyword(s):  
Language Learning ◽  
Teacher Development ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Course Evaluation ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Classroom Context ◽  
Learning And Teaching

This collected volume on English language teaching (ELT) in India contains 22 articles written by Indian teachers and researchers. The book has been divided into six sections. The first section—“Problematizing ELT in India”—offers a critical, historical perspective along with innovative ideas for making English language learning and teaching meaningful and purposive in modern India. The second section—“Nature of ELT Materials”—demonstrates how the ELT materials used in Indian classrooms are not embedded in local needs and indigenous contexts. The section emphasizes the importance of developing instructional materials that not only make use of the rich linguistic and cultural resources available in India but also promote effective communication skills among the learners. The third section—“Learner Profiles”—provides interesting insights into the needs, wants, and lacks of Indian learners of English. This section shows how the instruments of needs analysis developed in monocultural and monolingual settings are inadequate for assessing the needs and wants of learners in multilingual and multicultural India. The fourth section—“Classroom Issues”—focuses on certain central issues affecting teaching and learning in the classroom context, particularly the role of native language knowledge and skills that Indian learners bring with them. The fifth section—“Course Evaluation and Teacher Development”—suggests ideas for making teacher education responsive to the changing roles and responsibilities of language teachers. The sixth and final section—“Curriculum Change”—deals with the principles and procedures for curricular changes that are in tune with the evolving knowledge about learning and teaching and the increasing desire for learner control of the process of materials development and evaluation.

scholarly journals The effectiveness of the ELT component at the B.Ed. programme in Bangladesh: A critical perspective

2013 ◽  
Vol 6 ◽  
pp. 261-284
Author(s):  
Nasreen Sultana
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Language Teaching ◽  
Training Programme ◽  
Language Teachers ◽  
English Language Teaching ◽  
Critical Perspective ◽  
English Language Teachers ◽  
Training Institutions ◽  
Existing Structure

The study determines the level of effectiveness of the English course at the B.Ed. programme in Bangladesh in developing professionalism of the prospective English language teachers. Recently, English language teaching has gained momentum because of its local as well as global instrumental use. But, Bangladesh is still facing an acute shortage of skilled English language teachers. Hence, the study investigates the existing structure and the scope of English Language Teaching (ELT) in the teacher training programme of Bangladesh. For this purpose, data has been collected both from trained English language teachers and pre-service trainees to find out the level of success of the ELT course at the B.Ed. programme in Bangladesh. Hence, the study investigates the scope of English language teaching and teacher training with reference to the training institutions in Dhaka, Mymensingh and Comilla. Stamford Journal of English; Volume 6; Page 261-284 DOI: http://dx.doi.org/10.3329/sje.v6i0.13918

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

Implementing ELF-informed Activities in an Elementary Level English Preparatory Classroom

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Sibel Sert ◽  
Yonca Özkan
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Elementary Level ◽  
Standard English ◽  
Educational Setting ◽  
Structured Interviews ◽  
Qualitative And Quantitative ◽  
Mixed Method Design ◽  
Personal Interests

AbstractUpon the advocacy of the integration of English as a lingua franca, namely ELF, into English language teaching, some scholars (Hino & Oda, 2015) have focused on its possible implications for classroom settings. Implementing ELF-informed activities in an elementary level classroom within a norm-based educational setting, this study aimed to enable students to experience these activities, and explore their pre and post views regarding Standard English, the concepts of good English, and my English. In addition, it also investigated students’ preference for their educational setting after the implementation. The implementation took seven weeks and the activities were created by the researchers. Within a mixed method design, qualitative and quantitative data were collected via semi-structured interviews and two statement lists. The findings indicated that the majority of the students enjoyed the activities and their pre and post views regarding Standard English, good English and my English differ from each other. However, a substantial number of them preferred to be educated with Standard English in their language learning process. Findings also revealed that potential reasons behind this preference may be the domination of norm-based approach in their context, personal interests and prime objectives, and norm-based exams.

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