Experiences of Second Language Teacher Education

Transcription

1 Experiences of Second Language Teacher Education

2 Also by Tony Wright CLASSROOM MANAGEMENT IN LANGUAGE EDUCATION INVESTIGATING ENGLISH ROLES OF TEACHERS AND LEARNERS TRAINER DEVELOPMENT ( co- authored) Also by Mike Beaumont COLLABORATIVE RESEARCH IN SECOND LANGUAGE EDUCATION (co-edited) THE DEVELOPMENT OF ELT: The Dunford Seminars (co-edited)

3 Experiences of Second Language Teacher Education Edited by Tony Wright University of St Mark and St John, Plymouth, UK and Mike Beaumont University of Manchester, UK

4 Editorial matter and selection Tony Wright and Mike Beaumont 2015 Individual chapters Contributors 2015 Softcover reprint of the hardcover 1st edition All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6 10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act First published 2015 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number , of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin s Press LLC, 175 Fifth Avenue, New York, NY Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave and Macmillan are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN ISBN (ebook) DOI / This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Experiences of second language teacher education / edited by Tony Wright, University of St Mark and St John, Plymouth, UK; Mike Beaumont, University of Manchester, UK. pages cm 1. Second language acquisition Study and teaching 2. Language and languages Study and teaching Foreign speakers. 3. Language teachers Training of. I. Wright, Tony, 1948 February 18- editor. II. Beaumont, Michael, 1946 editor. P118.2E dc Typeset by MPS Limited, Chennai, India.

5 To our families, with love.

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7 Contents List of Figures and Tables Thanks Acknowledgements Notes on Contributors ix xi xii xiii Introduction 1 Tony Wright and Mike Beaumont 1 Student Teachers Changing Beliefs on a Pre- service Teacher Education Course in Hong Kong 15 Icy Lee 2 Modern Languages Initial Teacher Education in England: The Impact of School- based Training 42 Gee Macrory 3 Practical Theories of Teaching in Peripheral Contexts: Messages from Schools in Swaziland 63 Sikelela Dlamini 4 Learning to Teach Many Languages: A Multilingual Teacher Education Programme Offered by the Wiener Volkshochschulen 87 Thomas Fritz 5 Inviting Eve to Taste the Apple : Some Metaphors for the Issue of Theory in In- service Second Language Teacher Education Courses in Greece 109 Eleni Manolopoulou- Sergi 6 Reframing Public Lessons to Support English Teachers for Curriculum Change in China 126 Qiang Wang 7 Exploring Continuing Professional Development: English Teachers Clubs in Central India 153 Amol Padwad and Krishna Dixit 8 Teacher Learning through Participation in Course Evaluation: An Indian Experience 175 Susmita Pani vii

8 viii Contents 9 New Technologies in SLTE: A Virtual Teacher Development Experience in Tocantins, Brazil 198 Chris Lima 10 Bringing Information and Reflection Together: A Distance Mentoring and Teacher Development Experience in South Korea 226 Kyungsk Chang and Shelagh Rixon 11 Experiencing a Change Process in ELT in West Bengal 248 Kuheli Mukherjee 12 Becoming a Trainer: The Experience of Philippine English Teachers in the Primary Innovations Project 269 Maria Luz C. Vilches Postscript 296 Tony Wright and Mike Beaumont Author Index 299 Subject Index 303

9 List of Figures and Tables Figures 4.1 Austria: provinces and neighbouring countries Example of a course participant s language portrait (after Krumm 2001) Framework of objectives in the National English Curriculum standards for full-time compulsory education and senior high schools A typical public lesson at the beginning stage of the curriculum reform Teachers attitudes towards curriculum change Teachers perceived difficulties Teachers stated training needs The nature and process of curriculum and teacher change An alternative model of practice to support teachers for change Path of CPD in ETCs Map of Brazil and Tocantins The structure of the teacher development project Project English (West Bengal): levels of cascade training Sample information gap activity used in DRP training workshops PIP framework for trainer development PIP Training Strands 274 Tables 1.1 STs changing beliefs about language teaching: pre- and post- course Teacher training opportunities in Swaziland 65 ix

10 x List of Figures and Tables 3.2 Contrast between policy/itt recommendations and classroom practice National English Curriculum in China time and implementation scales Forms and content of in- service teacher training at various levels Strategies for reframed public lessons and their perceived benefits Comparison of State- sponsored CPD and CPD in ETCs Profile of teacher participants Tocantins Project programme Yes! E- English for Teachers: course design elements Chronology of mentoring activity Mentee/mentor concerns Chronology of Project English Research informant profiles 255

11 Thanks Tony and I began work on this book in March For a while the work went smoothly and was more or less equitably distributed between us. However, in September 2010 I contracted, and the following November was diagnosed with, Myalgic Encephalomyelitis (ME), or Chronic Fatigue Syndrome. This severely affected my physical and cognitive energy levels and resulted in a radical change to my lifestyle and daily routines. I would like to place on record my immense gratitude to Tony for subsequently shouldering the lion s share of the writing and editing work that went into the production of the final manuscript, and for his unfailing support and understanding during that process. Without his dedication, this project would not have been completed. I would also like to thank our authors for their admirable patience and commitment. Ultimately, it was our shared determination to see their fascinating work reach a wider audience that brought the original concept to fruition. Mike Beaumont xi

12 Acknowledgements We would like to thank Robert Walker for kindly allowing us to reproduce his map of Brazil, and the British Council, Rio de Janeiro, for allowing us to reproduce extracts from their Yes! to English for Teachers online course. Both appear in Chapter 9 by Chris Lima. We would also like to thank Jayne Moon for permitting us to print diagrams from her work in Chapter 12 by Maria Luz Vilches. xii

13 Notes on Contributors Mike Beaumont s last two major professional assignments have been as Guest Professor in the Department of English and American Studies at the University of Vienna, and as a visiting lecturer in the Linguistics Department at the University of Lancaster. Before that he taught for many years in the School of Education at the University of Manchester, where one of his responsibilities was to direct the MEd in TESOL, now the MA in ELT. His publications include The Development of ELT: the Dunford Seminars , co- editor Gerry Abbott (1997), and Collaborative Research in Second Language Education, co- editor Teresa O Brien (2000). While he has experience of working with teachers in over 20 different countries, recent projects have taken him to Nepal, China, Greece, Korea, Switzerland, Oman, and the Czech Republic. Kyungsuk Chang is a research fellow at the Korea Institute for Curriculum and Evaluation. She has been involved in government- funded research projects on national curriculum development, textbook authorisation, continuing professional development, and web- based language learning content development. She is a teacher trainer and ELT consultant. She is currently vice president of the Korean Association of Foreign Languages and Global English Teachers Association. Her research interests are mentoring, coaching, school- focused teacher development, language policy, and internet- based language learning and teaching. Her recent publications include (with M. Beaumont) Challenging the traditional/communicative dichotomy ELT Journal (2011), and (with D. Hayes) The Politics of Comparison: The global and the local in English language teaching and teacher education in S.B. Said & L.J. Zhang (eds 2013) Language teachers and teaching: global perspectives, local initiatives. Krishna Dixit is currently Head of the Department of English, Yeshwant College of Arts, Seloo (Wardha) in Central India. He has 16 years ESL teaching experience at undergraduate level and 9 years experience as a teacher trainer. He has published papers and contributed chapters to edited books in the area of teacher development and ESL studies in India. He also works as an ELT consultant. He has co- edited (with Amol Padwad) the Annotated Bibliography on Continuing Professional Development (2011) and is the author of Facilitator Development (2011). He is currently involved in a project with Amol Padwad setting up an online community xiii

14 xiv Notes on Contributors for English language teachers. His areas of interest are teacher development, ESL/EFL, the History of ELT in India, and teacher motivation. Sikelela Dlamini teaches English part- time at Pro- Learning Institute, Swaziland and is also co- Director of Research Insight a local social research consultancy. He previously worked for the Swaziland United Democratic Front, campaigning peacefully to return Swaziland to multiparty democracy, outlawed by the monarchy since His deep political involvement explains his induced detachment from Swaziland s mainstream job market. He has also lectured to undergraduate distance students at the Universities of Swaziland and South Africa respectively. Dlamini s research interests include home and school literacy development and second language teacher education. His recent publications include Dlamini, S. (2013) Parental involvement in education in a changing Swaziland socio- economic landscape: Case for a paradigm shift in Okeke, C. & M. Mndzebele (Eds.) Education reform in SADC: responses and challenges in the 21st Century. Thomas Fritz is head of Lernraum.Wien, the research unit of the Viennese Volkshochschulen, a major adult education institution in Austria. The main concerns of Lernraum.Wien are multilingualism and German as a second language. Thomas is also a lecturer at Vienna University, head of the board of the Österreichische Sprachdiplom, an international exam organisation, member of an Austrian Ministry of Education expert group on basic education, and a freelance lecturer on a national and international basis. He has been running teacher development courses, both nationally and internationally, since the 1980s. His main interests are phonology acquisition, language politics and multilingualism. He has published several books and articles. Icy Lee is Professor with the Faculty of Education at The Chinese University of Hong Kong, where she teaches on undergraduate and postgraduate teacher education programmes. She was formerly President of the Hong Kong Association for Applied Linguistics and Chair of the NNEST ( Non- native English Speakers in TESOL) Interest Section of the TESOL International Association. Her main professional and research interests include second language writing and second language teacher education. Her publications have appeared in more than ten international journals, including TESOL Quarterly, Journal of Second Language Writing, System, ELT Journal, and Canadian Modern Language Review. She is the recipient of TESOL Awards for Excellence in the Development of Pedagogical Materials (1999), Excellence in Teaching

15 Notes on Contributors xv (2010), and for an Outstanding Paper on NNEST issues (2013), and the Journal of Second Language Writing Best Paper Award (2008) for her article Understanding teachers written feedback practices in Hong Kong secondary classrooms. Chris Lima is a tutor of English for Academic Purposes and a learning technologies specialist at the University of Leicester, in the UK. During her career she has worked as a language teacher and teacher educator in Latin America. She is the coordinator of the ELT Online Reading Group, a committee member of the IATEFL Literature, Media and Cultural Studies SIG, and also works as a language and literature consultant for the British Council. Her main research interests are in the relationship between literature and language learning and in the use of new technologies to promote extensive reading and teacher education. Gee Macrory, a former teacher and advisory teacher, leads the Centre for Languages and English within the Faculty of Education at the Manchester Metropolitan University where she is also Programme Leader for the MA Language Education. She was Associate Director of the DfES project The Provision of Foreign Language Learning for Pupils at KS2 ( ), Project Manager for a European funded project Technology Enhanced Language Learning Pedagogy ( ), and a member of the Steering Committee for the HEFCE- funded Community and Lesser Taught Languages Project ( ). She led the teacher training element of this, which won a European Award for Languages in She referees for journals, publishers and research funding bodies, is an experienced external examiner, has published in a number of books and journals, and given numerous talks and conference presentations in the UK and abroad. Eleni Manolopoulou- Sergi has been a teacher of English as a foreign language in Greek state schools (from 1984 until 2006), a school advisor for Greek state- school EFL teachers (since 2007), a teacher trainer in Regional Training Centres (since 1993), and a tutor and writer of material for the TEFL MEd programme of the Hellenic Open University (since 2002). She has presented in international and PanHellenic conferences and has published in local and international journals on issues concerned with Applied Linguistics, assessment, adult education and the psychology of foreign language learning. Kuheli Mukherjee is a senior teacher of ESL in a Higher Secondary school in West Bengal, India. She has taught ESL to different levels of students for the last 22 years. During her career she has also worked as an in- service teacher educator for elementary and secondary ESL

16 xvi Notes on Contributors teachers in her state. While working under different educational boards and the State Council of Educational Research and Training, she has designed curricula and syllabuses, and developed material, for school level ELT and SLTE. Kuheli has also worked as local consultant on projects run by the British Council, Kolkata. Currently she is an assistant general secretary of English Teachers Forum, a language teachers club in Kolkata. Her areas of interest include metacognitive strategy training, learner autonomy, reflective practices, CPD. She has presented papers in these areas. Amol Padwad is currently Head, Department of English, J.M. Patel College, Bhandara (India) and has 28 years of teaching experience at different levels. He was National President of the English Language Teachers Association of India (ELTAI) and is the founding National Convener of the All India Network of English Teachers (AINET). Besides being a freelance teacher trainer and ELT consultant, he has also initiated some innovative experiments like English Teachers Clubs. His recent publications include Continuing Professional Development: An Annotated Bibliography (with Krishna Dixit, British Council, 2011) and Continuing Professional Development: Lessons from India (with Rod Bolitho, British Council, 2012). His areas of interest include teacher development, teacher motivation, ESL/EFL, translation studies, Marathi grammar and bird watching. Susmita Pani is Reader in the Department of English at the Ravenshaw University, Cuttack, India where she teaches on the MA(ELT) course as well as on research programmes. Prior to this, she worked full time as a teacher educator at the English Language Teaching Institute, Odisha. She has been a part of several teacher development and textbook writing projects and is currently associated as a teacher educator with Access, a global, American project to help disadvantaged learners. She was one of the core members of the CBSE- ELT Project, and the CBSE- ELT evaluation project. Susmita s areas of special interest are teacher development, reading strategies, and classroom discourse. She has published in ELT Journal and TESL E- Journal in these areas. Shelagh Rixon retired from her role as Associate Professor in the Centre for Applied Linguistics at the University of Warwick in There, she coordinated an MA in Teaching English to Young Learners. At Warwick, she also taught on and designed in- service courses for ELT professionals and was able to take part in teacher education projects in other countries such as the Sri Lankan Primary English Language Programme, and

17 Notes on Contributors xvii the work done by KICE in South Korea. Before that, she had a 16- year career with the British Council working in Europe, The Middle East and China. Now she is following her research interests in primary school ELT, particularly in the teaching of English literacy. Maria Luz C. Vilches is Associate Professor of English and Dean of the School of Humanities at Ateneo de Manila University. She also chairs the Technical Panel for Humanities Education in the Philippine Commission on Higher Education. Since the mid- 1990s she has been doing ELT teacher/trainer training under the auspices of the Ateneo Center for English Language Teaching, the Philippine Department of Education, and the British Council. She designed and implemented the Philippine National Mentor Training Program; coordinated the DfID- funded Philippines English Language Teaching Project; was a regional trainer for Hornby Schools in Manila and Viet Nam, and implemented the British Council s Regional Primary Innovations Project for the Philippines. Her research interests are teacher/trainer cognition and development as well as ELT management. Qiang Wang is Professor in and Director of the Centre for Foreign Language Education and Teacher Education, School of Foreign Languages and Literature, Beijing Normal University. She is also a member of the National Curriculum and Materials Committee for Basic Education under the Chinese Ministry of Education. In the past ten years, she has been involved in developing and revising the National English Language Curric ulum Standards for Chinese Schools. Her main research interests cover second language acquisition theories, language curriculum innovation, pre- and in- service teacher education, action research, English for young learners, and ELT methodology. She has published extensively in those areas, including a series of English textbooks for Chinese schools. Tony Wright is Emeritus Professor of Language Education at the University of St Mark and St John in Plymouth, and an Honorary University Fellow at the University of Exeter, both in the United Kingdom. During his long career he has also worked as a language teacher and teacher educator in Africa, the Middle East, Asia, Latin America and Europe. He has also contributed to many international conferences and published widely; he is the author of, among other books and papers, Classroom Management in Language Education (2005) and, with Rod Bolitho, Trainer Development (2007). His main professional interests continue in the professional development of language teachers and teacher educators, language awareness, and classroom life.