TEACHER EDUCATOR CONFERENCE 2015 ENSURING QUALITY IN ENGLISH LANGUAGE TEACHER EDUCATION
HYDERABAD, INDIA 27 February – 1 March 2015
CONFERENCE PROGRAMME
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CONTENTS Message from Rob Lynes, Country Director, British Council India
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Message from Prof Sunaina Singh, Vice Chancellor, EFL-U, Hyderabad
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Introduction: Teacher Educator Conference 2015
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Programme overview
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How to get the most out of the Teacher Educator Conference
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Programme schedule: Day 1
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Programme schedule: Day 2
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Programme schedule: Day 3
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Index of presenters
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Plenary speakers
82
Organising committee members
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Venue maps
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Acknowledgements
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Programme overview pages Feedback form
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Message from Country Director, British Council India Welcome to Hyderabad for the fifth International English Language Teacher Educator Conference. We are honoured to once again be co-hosting this event with the English and Foreign Languages University (EFL-U), working together on the largest conference for English language teacher educators in the world. The British Council and EFL-U have a shared vision of enhancing English language teaching in India and a firm belief in the importance of quality teacher education in improving learning outcomes for millions of young people. The British Council is a cultural relations organisation and one of our core values is that of mutuality. We aim to bring the best of UK education to India and to partner with Indian educational leaders and practitioners for the benefit of both our countries. This conference symbolises our commitment to English, to teaching quality and to the global agenda for progress in education. The proposed theme is timely from both a national and global perspective. Internationally, the most recent Global Monitoring Report on the six Education for All goals highlighted quality as its central concern. The foreword of this report asserts: An education system is only as good as its teachers. Unlocking their potential is essential to enhancing the quality of learning. Evidence shows that education quality improves when teachers are supported – it deteriorates if they are not. The last decade has seen many positive developments in improving teacher education, including recent initiatives by the National Council for Teacher Education in India to extend and enhance the quality of initial teacher training qualifications and the recognition of the importance of continuing professional development for teachers in India and across the South Asia region. To achieve quality in education, there must be an emphasis on equity and an overarching agenda of inclusivity. The individual and diverse needs of teacher educators, teachers and their learners must be accounted for in the planning and implementation of policy. Mechanisms need to be established and maintained which encourage the experiences of practitioners on the ground to be utilised in the formation of policy. Working with our partners we have sought to select the very best and the most relevant speakers from the hundreds of proposals we received. The comprehensive programme, together with the excellent facilities at the Hyderabad International Convention Centre, provide some of the key ingredients that we hope will create a high quality event. We could not have done this without the generous support of our principal sponsors: IELTS, Cambridge University Press India, Collins India, and British Council Aptis. We thank you for your continued collaboration and commitment. We are also very appreciative of the support and advice that has been provided by the English Language Teachers’ Association of India (ELTAI) and the International Association of Teachers of English as a Foreign Language (IATEFL). Both organisations are committed to the development of communities and networks of teachers, a goal the British Council is delighted to support. I wish you all the very best for a successful conference and I look forward to many more such collaborations.
Rob Lynes Minister (Cultural Affairs) British High Commission Director, British Council, India
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izks- lquSuk flag dqyifr Prof. Sunaina Singh Vice Chancellor
Vice Chancellor’s Message I am delighted to be co-hosting the International English Language Teacher Education Conference with the British Council once again in Hyderabad. The theme of the Conference this year – ‘Ensuring Quality in English Language Teacher Education’ – is extremely relevant in the context of new changes that are emerging in the Indian society in general and in the field of teacher education in particular. India has embarked on a policy initiative to bring about radical changes in its teacher education programmes across the country. A new curriculum framed by the NCTE is ready for implementation from the ensuing academic year with greater emphases on providing ‘hands-on experience’ by increasing the duration of the course and strengthening the teaching practice component. By choosing to focus on enhancing quality in English Language Teacher Education, this year’s conference hopes to give right direction in honing the teacher education curricula. The Conference provides a platform for healthy discussion among academics drawn from different corners of the world. It is hoped that the Conference will usher in new ideas and provide for stimulating learning experiences for both pre-service and in-service teacher education programmes. My best wishes to the team of organisers for their commendable effort to foreground the importance of quality assurance and sustaining the same in the teacher education programmes offered across the globe.
Sunaina Singh
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Introduction The academic and professional standards of teachers constitute a critical component of the essential learning conditions for achieving the educational goals. The length of academic preparation, the level and quality of subject matter knowledge, the repertoire of pedagogical skills teachers possess to meet the needs of diverse learning situations, the degree of commitment to the profession, sensitivity to contemporary issues and problems and the level of motivation critically influence the quality of curriculum transaction in classrooms. (National Curriculum Framework for Teacher Education 2009/10 p. 4)
2015 marks the fifth anniversary of the annual International English Language Teacher Educator Conference. Our previous conference themes have covered a wide range of topics including stimulating and sustaining teacher education (2011), assessment (2012), teacher education in diverse environments (2013) and innovation (2014). The underlying theme of all these conferences was improved learning outcomes through quality teacher education and teaching. This year, we will focus on ensuring quality in teacher education in the belief that quality in teachers’ learning leads to better outcomes for our learners. In adopting quality as the main theme of this year’s conference, we have committed ourselves to continuing to provide a world-class experience for our conference delegates and speakers. We expect to welcome over 100 speakers and 1000 delegates to the conference, with many more following online through social media and the live streaming of our web-casted sessions. The conference promises to generate debate and discussion, with a wide variety of high quality plenaries, panel discussions, talks and workshops.
Conference sub-themes The central theme of Ensuring quality in English language teacher education is articulated through three sub-themes detailed below. These are relevant to pre-service and in-service teacher education and across the primary, secondary and higher education sectors. During the conference, the themes will be applied to examples of national, regional and local policy and practice, ensuring a diversity of perspectives and input.
Policy and quality initiatives l l l l l
developing standards and defining quality for teacher education incentives for implementation public, private and institutional initiatives global, national, regional and local best practice promoting access and inclusivity
Monitoring and evaluating quality l l l l l
learning from experience and experimentation teacher education programme evaluation and methods of measurement the impact of teacher education on learner outcomes qualifications, certification and frameworks tracking non-formal or self-directed continuing professional development
Enhancing the quality of curriculum, materials and methods in English language teacher education l l l l l
efficacy of differing pedagogies and methodologies teacher education through digital platforms action research to improve classroom practice curriculum and syllabus development for teacher education modelling inclusive practices
We hope that you enjoy the conference as much as we have enjoyed selecting the speakers and organising the event. We hope you will have a wonderful experience. Please don’t forget to complete the feedback form at the back of this conference programme and deposit it in the collection boxes before you leave.
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TEACHER EDUCATOR CONFERENCE 2015 PROGRAMME OVERVIEW
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Programme overview: Day 1 Friday 27 February 2015 Time
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Venue
Event
08.00 – 09.30
Conference centre lobby
Registration
09.30 – 10.00
Main Hall
Inauguration
10.00 – 11.15
Main Hall
Key note address: Rod Bolitho – The ingredients of quality in teacher education
11.15 – 11.45
Hall 4
Networking and coffee/tea break
11.45 – 13.00
Various
Parallel sessions
13.00 – 14.00
Hall 4
Networking and lunch break
14.00 – 15.15
Various
Parallel sessions
15.15 – 15.45
Hall 4
Networking and coffee/tea break
15.45 – 16.50
Main Hall
Panel discussion: Moving from quantity to quality – implications for teacher education
17.00 – 18.00
Various
Workshops
18.15 – 19.15
Main Hall
Debate: Moving away from traditional methodologies in language education – the baby has been thrown out with the bath water
Programme overview: Day 2 Saturday 28 February 2015 Time
Venue
Event
08.00 – 09.00
Conference centre lobby
Registration
09.00 – 10.00
Main Hall
Plenary: Learning to read in India: challenges and opportunities for enhancing quality in teacher education (Rukmini Banerji)
10.15 – 11.30
Various
Parallel sessions
11.30 – 12.00
Hall 4
Networking and coffee/tea break
12.00 – 13.00
Various
Parallel sessions
13.00 – 14.00
Hall 4
Networking and lunch break
14.00 – 15.00
Various
Parallel sessions
15.00 – 15.30
Hall 4
Networking and coffee/tea break
15.30 – 16.30
Main Hall
Panel discussion: Evaluating the quality of teacher education programmes – what works?
16.45 – 17.45
Various
Workshops
7
Programme overview: Day 3 Sunday 1 March 2015 Time
8
Venue
Event
09.00 – 10.00
Main Hall
Plenary: A fine balance – English language teacher education in 21st-century India (Alison Barrett)
10.15 – 11.30
Various
Parallel sessions
11.30 – 12.00
Hall 4
Networking and coffee/tea break
12.00 – 13.00
Various
Parallel sessions
13.00 – 14.00
Hall 4
Networking and lunch break
14.00 – 14.30
Various
Parallel sessions
14.45 – 15.45
Main Hall
Plenary: Teacher education and quality assurance (Paul Gunashekar)
15.45 – 16.15
Main Hall
Valedictory
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HOW TO GET THE MOST OUT OF THE TEACHER EDUCATOR CONFERENCE With over 100 parallel sessions, panel discussions and plenaries at this year’s conference, it can be difficult to know how to best manage your time and ensure that you get the most out of the event. This year, as with all previous years, there is a wide breadth of content to the conference. Some sessions will focus on general policy relating to the theme of quality, others on specific examples from the field. Some sessions draw on experiences of working within the state or private school systems, at primary, secondary and higher education levels, while others explore what has been learned from specific teacher education projects. Speakers attending the conference come from over 20 countries and have been carefully selected as they have something interesting to say. So how do you choose which sessions to go to? How do you exploit all the different possibilities for interacting with other professionals? Here are eight tips to help you get started.
1. PLAN Our top tip for the conference is to plan ahead. Think about what it is you want to get out of the conference – why are you here? What are your objectives? Take time out to read through the conference programme, identifying the sessions that you are interested in attending. Familiarise yourself with the conference schedule on pages 6–8. Then, read through the abstracts and details for each of the sessions on pages 18–77. Try not to only focus on topics that you already know about. Plan to go to some sessions which are exploring areas you have no experience in. Finally, use the pull-out pages (in colour) at the back of the programme to record the sessions you are planning to attend and keep this with you at all times. Don’t forget to look at the map of the conference venue on pages 86–90 so you know where you’re going! If you need help finding a room, getting set up for a session you’re delivering or anything else, look out for the student volunteers from the English and Foreign Languages University. They’re here to help and guide you.
2. MEET PEOPLE Remember that a sizable proportion of your learning and the connections that you make will take place outside of the scheduled sessions and workshops. The coffee/tea breaks that have been programmed into each day are designed to offer opportunities for networking (as well as a chance to have a hot drink and a biscuit). More than 1000 delegates are expected at this year’s conference, from all over the world and a wide variety of backgrounds – from government officials to trainee teachers. The knowledge, expertise and experience at this conference in the field of teacher education is unparalleled. Why not set yourself a goal of introducing yourself to at least three new people each day of the conference? You never know where a conversation might lead.
3. PARTICIPATE Active participation by the delegates and speakers is what makes a conference successful. During most of the parallel sessions, there will be time set aside at the end for discussion and for participants to ask the presenters questions. This will also be the case in the panel discussions. Share your ideas and experiences. Ask questions. Offer your own ideas and challenge or agree with those you are hearing based on your own experience. The key note and plenary sessions will be followed by dedicated ‘Q&A sessions’ held on the same day as the talk is given. If you have questions or points you would like to discuss with these speakers, make a note of them and come along – look out for when these sessions are scheduled in the conference programme.
4. SHARE ON SOCIAL MEDIA Many delegates and speakers will be using Twitter and Facebook throughout the conference to share their experiences and what they are learning. Why not join them? The Twitter hashtag is #TEC15. To share on Facebook, use @TeachEnglishinIndia and the same hashtag so people can follow your posts more easily. Don’t forget to also like our Facebook page Teach English in India, where you can also share your comments on the conference via our TEC15 event page. 10
5. VISIT THE EXHIBITION HALL Don’t forget to visit the conference exhibition hall while you are here. Over 20 stands are displaying information about their products and programmes. Several of the organisations represented here will be running competitions and offering freebies to lucky conference goers.
6. REFLECT With so many sessions and so much input over three days, there’s a danger of information overload. Make sure you take time to reflect on what you are hearing. Do you agree or disagree with the ideas being shared? How does it apply to your context? What might you do differently? At the beginning of each of the day-by-day sections of the programme there is a Learning Journal page where you can make notes and reflect on the sessions you have attended. Take time to do this as the first stage of implementing what you have learned when you return to your own teaching and training context. You might also be interested in attending the 'Room for Reflection’ sessions which are being held at the end of Day 1 and Day 2 from 17.00-18.00. Come along and discuss what you have been learning with other conference delegates and speakers.
7. COLLECT YOUR CERTIFICATE When you registered for the conference you will have indicated whether or not you wanted a hard copy or soft copy of your certificate. If you opted for a printed version, you will be able to collect this on Day 3 of the conference. Listen out for announcements about the location of the collection point.
8. TAKE THE CONFERENCE WITH YOU! Make sure you revisit your notes once you return home and get in touch with the people you met while networking. Remember that you can also catch up on sessions you might have missed using the recordings of the web-casted sessions. There will also be more recordings and information from the conference on the British Council’s global teachingenglish.org.uk website. Don’t forget to share what you have learned with your colleagues or team members who were unable to make it to the conference this year. Why not organise a short workshop for them where you share your highlights from the conference, or the top ten most interesting things that you learned? Finally, plan when you will try out the ideas that you got from the sessions you attended. To make it more manageable, decide on three things that you are going to do differently as a result of what you have learned – and then do them! 11
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Day 1 Friday 27 February 2015
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Reflections Use the space below and on the following page to help you reflect on what you learn during the sessions you attend.
Day 1: Friday 27 February 2015 Time
Venue
Event
08.00 – 09.30
Conference centre Registration lobby
09.30 – 10.00
Main Hall
Inauguration
10.00 – 11.15
Main Hall
Keynote address: The ingredients of quality in teacher education (Rod Bolitho)
What are three key things that you learned during this session?
Note down any questions you want to ask the speaker during the Q&A session later today.
11.15 – 11.45
Hall 4
Networking and coffee/tea break
11.45 – 13.00
Various
Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
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Reflections Day 1: Friday 27 February 2015 Time Venue
Event
13.00 – 14.00
Hall 4
Networking and lunch break
14.00 – 15.15
Various
Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
15.15 – 15.45
Hall 4
Networking and coffee/tea break
15.45 – 16.50
Main Hall
Panel discussion: Moving from quantity to quality – implications for teacher education
What are three key things that you learned during this session?
17.00 – 18.00
Various
Workshops
Which session(s) did you attend?
What are three key things that you learned?
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Reflections Day 1: Friday 27 February 2015 Time
Venue
Event
18.15 – 19.15
Main Hall
Debate: Moving away from traditional methodologies in language education – the baby has been thrown out with the bath water
What are three key things that you learned during this session?
What are my key learning points from today?
What ideas or practices can I apply in my own work?
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Day 1: Friday 27 February Time
Venue
Activity
08.00 – 09.30 Registration ___________________________________________________________________________________ 09.30 – 11.15 INAUGURAL SESSION ___________________________________________________________________________________ 09.30 – 10.00
Main Hall
Inauguration Sunaina Singh, Vice-Chancellor English and Foreign Languages University (EFL-U), Hyderabad S Mohanraj, Dean, School of English Language Education, English and Foreign Languages University (EFL-U) Chris Brandwood, Director English – South Asia, British Council George Pickering, Trustee, International Association of Teachers of English as a Foreign Language (IATEFL)
Chair: Michael Connolly, Assistant Director, English Partnerships, British Council India ___________________________________________________________________________________ 10.00 – 11.15
Main Hall
Keynote address: The ingredients of quality in teacher education, Rod Bolitho In this talk I will look at the issue of quality in English Language Teacher Education from a number of different perspectives: =
how quality is defined and evaluated in Teacher Education in a range of contexts
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the profile of a competent English Language Teacher in the second decade of the 21st century
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‘push’ factors which make it important to prioritise quality in Teacher Education in India and the wider region
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‘drag’ factors which make it difficult to give attention to quality in Teacher Education in India and the wider region
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pre-service teacher education as a crucible for establishing a quality orientation
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the importance of quality in in-service training (INSETT) and Continuing Professional Development (CPD).
I will conclude by making a few radical recommendations, and by raising a number of questions which might usefully be addressed during the rest of the conference. Rod Bolitho is Academic Director of Norwich Institute for Language Education (NILE). He has been involved in teacher education and trainer training for over 30 years. He has been a frequent visitor to India since 1986, and is currently involved in Teacher Education reform work in Uzbekistan and Ukraine. With Amol Padwad he recently co-edited a collection on Continuing Professional Development for the British Council, India. His main professional interests lie in the fields of CPD, Materials Writing and Language Awareness. ___________________________________________________________________________________
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Day 1: Friday 27 February Time
Venue
Activity
11.15 – 11.45 Networking and coffee/tea break ___________________________________________________________________________________ ___________________________________________________________________________________ 11.45 – 13.00 Various PARALLEL SESSION 1 ___________________________________________________________________________________ 11.45 – 12.15
Main Hall
Rethinking teacher motivation for professional development, Amol Padwad Sustaining and enhancing quality of teachers is intrinsically related to how they continue to grow, which in turn depends on their motivation for professional development. This talk will try to highlight limitations in the conventional thinking about teacher motivation in dealing with teacher motivation to develop, drawing on some recent developments in conceptualizing motivation. It will present some lessons and insights towards a better understanding of and promoting teachers’ motivation for professional development. Amol Padwad teaches in J. M. Patel College, Bhandara. He is the Convener, AINET, and an ELT consultant with a special interest in teacher development.
12.30 – 13.00
Streaming of students: how to promote social justice and inclusivity, Jayagowri Shivakumar This presentation examines the pedagogical, ethical and social implications of the streaming of students based on their linguistic competence in English. It is a case study of the pedagogical initiatives by NMKRV College for women, an undergraduate college in Bangalore. The presenter will examine whether this institutional quality initiative is in keeping with their ideology of social justice and their desire to maximise learning opportunities for students without any academic or sociocultural privileging.
Jayagowri Shivakumar teaches at NMKRV College for Women, Bangalore India. Her area of specialisation is ELT and CPD. ___________________________________________________________________________________ 11.45 – 12.45
G01/02
Learning to test or testing to learn? Washback and the learner, Stephen Carey (IELTS) Interest in and research into washback has gained momentum since the 1990s. Sometimes seen very simply as the impact of a test on teaching and learning, washback is a more complex concept than initially appears. Whether it is positive or negative depends on a variety of factors. With particular reference to the IELTS test this presentation will discuss these factors in the light of research which has and is shaping current thinking about washback.
Stephen Carey, a Master's of King's College London, leads the global marketing of the IELTS test at the British Council. ___________________________________________________________________________________
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Day 1: Friday 27 February Time
Venue
Activity
11.45 – 13.00
Various
PARALLEL SESSION 1 continued
11.45 – 12.15
G03
‘Necessity is the mother of invention’: maintaining quality assurance in difficult circumstances, Sayed Najeem This presentation will describe how, despite many constraints to project implementation, quality assurance is maintained and developed through monitoring, evaluation, training and feedback provision within the British Council Afghanistan English for Security and Defence project. It will highlight the increasing role of Afghan practitioners in this process, professional development supporting this role and practitioners’ own views of this process and present some monitoring and evaluation tools developed through the project. Sayed Najeem is the British Council Afghanistan English for Security and Defence Project Senior Teacher and responsible on a daily basis for a range of monitoring and evaluation.
12.30 – 13.00
Methods mastery to techno pedagogy: Kerala University’s curriculum revision experience, Chandrasekharan Praveen Quality enhancement measures led to the revision of the Bachelor of Education (BEd) curriculum in Kerala University in 2013. A pronounced shift in the new curriculum from mastery of methods to techno pedagogy resulted in a crisis in curriculum transaction. This presentation critiques the curriculum and sheds light on the efforts to overcome the crisis. The paper also underscores the usefulness of mentoring roles and collaborative tasks which benefit teacher educators in the digital age.
Chandrasekharan Praveen is an Assistant Professor in the Post Graduate Department of Government Brennen College of Teacher Education, Thalassery, Kerala, India, who specializes in media-based language teaching. ___________________________________________________________________________________ 11.45 – 12.15
G04
Peer observations as a means to improve teaching quality, Burcu Tezcan-Unal Peer observations in English language teaching as a component of teachers' professional development have been implemented in many institutions for both monitoring and improving teaching quality. This workshop will invite teacher educators to explore real life concerns, and attempt to offer tangible solutions while incorporating peer observations in language institutions. Burcu Tezcan-Unal has been an active member of the ELT community for years. In Hyderabad, she will represent the IATEFL TT Ed SIG (Special Interest Group) as the events coordinator.
12.30 – 13.00
Pre-observation, is it worth the effort? A study of ACCESS teachers, Susmita Pani This talk will present the findings of a study of eight teachers of the Access programme at Bhubaneswar, which aims to examine the effectiveness of the pre-observation stage in teacher education by examining its role in helping the teachers improve the quality of their lessons. It will also
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Day 1: Friday 27 February Time
Venue
Activity
11.45 – 13.00
Various
PARALLEL SESSION 1 continued present findings on how teachers are influenced by this stage of observation. This will help establish the importance of the pre-observation stage in the preparation and implementation of a constructive teacher education programme.
Susmita Pani superannuated from Ravenshaw University, Odisha as an Associate Professor. Currently she is a freelance ELT consultant whose research interests include teacher development and reading strategies. ___________________________________________________________________________________ 11.45 – 12.15
G05
mLearning: lessons learnt in Bangladesh, Andrew Jones and Mostofa Mohiuddin British Council Bangladesh has been implementing a number of mobile learning initiatives which we evaluate with a specific focus on the role of teachers/facilitators in the m-learning process. The evaluation is based on information we have obtained from participants and the conclusions and inferences made are used to shape a set of presented recommendations concerning the role of teachers/facilitators . Andrew Jones is currently working as a Senior Training Consultant for British Council in Bangladesh and responsible for a portfolio of projects including m-learning. Mostofa Mohiuddin is working in British Council Bangladesh as a Project Manager. He is responsible for a portfolio of English self-access learning projects in Bangladesh.
12.30 – 13.00
Exploring the usefulness of Whatsapp messenger for language teaching and learning, Sunil Shah This paper explores the usefulness of Whatsapp messenger for language teaching and learning. Ten activities for enhancing basic language skills were tried out using Whatsapp messenger on a group of postgraduate students studying in MA (ELT) Semester II at H M Patel Institute of English Training and Research, Anand, Gujarat. The potential and limitations of using Whatsapp messenger for language teaching and learning were studied through an analysis of data gathered from a questionnaire distributed to the sample group.
Sunil Shah is an assistant professor in MA (ELT) programme at H M Patel Institute of English Training and Research, Vallabh Vidyanagar, Gujarat. ___________________________________________________________________________________ 11.45 – 12.45
101
Strategies for culturally responsive approaches in EFL Vietnamese teacher education, Rosemary Orlando Until fairly recently, ELT in Vietnam consisted primarily of translation and grammar study. The changing global economy and the need for more EFL teacher training resulted in new initiatives and international partnerships. A Western language teacher educator based in Vietnam shares how she helps Vietnamese English language teachers understand how culturally constructed teaching methods can be expanded to bring about positive change while successfully meeting the challenges of local EFL teaching practices. 21
Day 1: Friday 27 February Time
Venue
Activity
11.45 – 13.00
Various
PARALLEL SESSION 1 continued
Rosemary Orlando teaches in the MSTEFL degree programme in New Hampshire, USA and in Vietnam. Additionally, she has trained teachers in many different countries and contexts. ___________________________________________________________________________________ 11.45 – 12.15
102
Monitoring and evaluation: 9000 Malaysian English language teachers, Annette Zammit This talk presents the monitoring and evaluation of the Pro-ELT project, a language proficiency and methodology project for 9000 Malaysian English teachers. Innovative data collection methods are explored including preand post-course online testing (Aptis), participatory video and new software for observing lessons. Annette Zammit is the project deputy director for the Pro-ELT project. She has worked in education in Sri Lanka, Malta and Malaysia.
12.30 – 13.00
Monitoring and evaluating country-wide cascaded teacher training in South Africa, Joanne Newton Cascaded teacher training allows for large-scale impact, but in South Africa, our undertaking to train 300,000 teachers of English has left us with questions. Is the training getting from the department officials to the teachers? Is the training making a difference in the classroom? This presentation will suggest monitoring and evaluation procedures for cascaded training and discuss interventions that can help ensure quality teacher education at scale.
Joanne Newton is the English Language Teaching Adviser for the British Council in South Africa. ___________________________________________________________________________________ 11.45 – 12.15
103
In-service English teacher education through District Centre for English: an impact study, Doss Munusamy Do pre-service English teacher education programmes help teachers to achieve subject proficiency and professional competence in English language teaching? Mechanically organized in-service training programmes have little impact on teachers. But after the advent of District Centre for English Scheme in the UT of Pondicherry, its impact on teachers and other institutions is very high because of its various interventions and its modus operandi. Doss Munusamy is an Academic Coordinator in ELT Centre, attached to Achariya World Class of Education, Pondicherry. His areas of interest are ESP and teacher education.
12.30 – 13.00
ESL teacher training: the weakest link, Rajinder Ahluwalia Although India has a Bachelors in Education (B.Ed.) degree course to train school teachers, surprisingly, no formal training course exists for college teachers. It is assumed that a good MA in English is sufficient to teach ESL effectively to undergraduates. However, the declining standards of ELT in colleges indicates the failure of our existing model. In my presentation I
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Day 1: Friday 27 February Time
Venue
Activity
11.45 – 13.00
Various
PARALLEL SESSION 1 continued would like to make a case for a structured teacher training course for college teachers.
Rajinder Ahluwalia is an Associate Professor at Guru Nanak Khalsa College, Yamuna Nagar, Haryana. He holds a PhD in ELT from CIEFL, Hyderabad, and is a UGC Post-Doctoral Fellow. ___________________________________________________________________________________ 11.45 – 12.15
104
Participatory coordinating strategies for quality enhancement in English language teaching and learning, Srivani L N This presentation focuses on the changed demands of academic supervision. It advocates supportive modalities like helping teachers in planning and executing classroom process besides providing effective sample teaching, interacting with learners and helping teachers to reflect upon their teaching as ‘Participatory Coordinating Strategies’. It discusses observation, interaction and comparative analysis of teaching-learning achievement to assess the effectiveness of the strategies. It also gives glimpses of success stories of teachers and learners in the South Indian context. Srivani LN, Education Coordinator, has rich experience as a teacher and a trainer. She is doing research in comparative literature besides being an academic and agricultural consultant.
12.30 – 13.00
Teachers’ perceptions about monitoring in English in Action (EIA) primary schools, Farhan Azim and Md. Ashraf Siddique English in Action is currently working with 12,500 English teachers in Bangladesh to improve their classroom pedagogy. Government education officers and EIA personnel regularly monitor these teachers’ classroom activities. This presentation outlines teachers’ perceptions about classroom monitoring and how it helps in improving their classrooms. The findings will help in developing professional development materials for monitoring personnel and will support in redesigning the process of giving monitoring-information-based feedback to teachers. Farhan Azim works as the Deputy Head of Research, Monitoring and Evaluation at English in Action, Bangladesh.
Md. Ashraf Siddique works as a Research Officer at English in Action, Bangladesh. ___________________________________________________________________________________ 11.45 – 12.15
105
The significance of understanding learning anxiety among the ESL learners in teacher education, Digambar Ghodke L2 learning anxiety is an important area wherein much research work has already been done; however, teacher training programmes often neglect this aspect of L2 teaching. The present paper aims to acquaint teacher educators with the significance of understanding L2 learning anxiety in teacher training programmes to sensitize the future teachers they train, and to prepare teachers to interact with their anxiety-ridden learners in English language classrooms confidently and sensitively. 23
Day 1: Friday 27 February Time
Venue
Activity
11.45 – 13.00
Various
PARALLEL SESSION 1 continued Digambar M. Ghodke, Assistant Professor, Department of English, Sangamner College, Sangamner, Maharashtra, teaches English language and literature at undergraduate and postgraduate levels.
12.30 – 13.00
105
How to get the most out of the TEC conference, George Pickering Conferences can be inspiring, perspiring and tiring affairs! This talk will outline how to get the best out of a conference both intellectually and socially through a number of strategies including planning, setting objectives, socialising, reciprocity, participating, reflecting and implementing what you have learnt. This talk will help you not only to survive the conference, but will also help you to thrive as a language teaching professional.
George Pickering is an educational consultant and a Director and Trustee of IATEFL. ___________________________________________________________________________________ 11.45 – 12.15
106
Cambridge English Teacher Development: research, validation and impact, Prakash CLN Cambridge English is a leading provider of quality teacher education and well known for research-led approaches to qualifications and assessment. In this session we will introduce our teaching framework and the research behind it. We will go on to describe how the Framework can be used by teacher educators to create professional development programmes incorporating appropriate training and qualifications. Finally, we will outline the research we do to evaluate the impact of our teacher qualifications. Prakash CLN works as a Senior English Language Teacher at Cambridge English Language Assessment in Chennai, India.
12.30 – 13.00
Participating in a long-term ELT project: lessons from experience, Lopamudra Kashyap Lahkar Any project sets out specifications of the nature of the work to be done and timelines to meet for achieving project objectives. Why are such (usually realistic) deadlines so difficult to meet? Why do project participants find themselves alone in spite of group support? How do baseline studies contribute to participants’ understanding of project objectives? This paper attempts to answer such questions from a researcher-participant’s experience in an ELT project.
Lopamudra Kashyap Lahkar is a PhD Research Scholar in the department of ELT, Gauhati University, Assam. ___________________________________________________________________________________ 11.45 – 12.45
201
Creating a better classroom environment through innovative classroom set-ups, Tara Varma (British Council workshop) In this workshop, participants will experience a variety of ways that the classroom can be set up, in order to improve the quality of the learning experience and promote learner interaction with the classroom space.
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Day 1: Friday 27 February Time
Venue
Activity
11.45 – 13.00
Various
PARALLEL SESSION 1 continued Participants will also have opportunities to work in groups with their peers to experiment with their own ideas for classroom set-up using kinaesthetic techniques (e.g. Jenga blocks, Cuisenaire rods) and will later share their ideas with other groups.
Tara Varma is a Training Consultant with British Council India and has been working on teacher training and development projects since 2007. ___________________________________________________________________________________ 13.00 – 14.00 Networking and lunch ___________________________________________________________________________________ ___________________________________________________________________________________ 14.00 – 15.15 Various PARALLEL SESSION 2 ___________________________________________________________________________________ 14.00 – 15.00
Main Hall
Evaluation in teacher education programmes: a critical appraisal, Geetha Durairajan (Cambridge University Press) The current challenge in education is to explore formative assessment; to do this, curricular changes aim to bring assessment closer to learning. By contrast, current certification-oriented summative examinations in teacher education programmes are mostly memory based, and expect timed oneshot writing; teacher eligibility tests are even in the objective, multiple choice format. The reasons for this contradiction, between what is taught and actually practised, and plausible solutions will be presented in this paper.
Geetha Durairajan is a Professor, Department of Materials Development and Evaluation at the English and Foreign Languages University, Hyderabad, India. She has worked for nearly 25 years at CIEFL/EFLU. ___________________________________________________________________________________ 14.00 – 15.00
G01/02
Paradigms of enrichment in language and teacher education, Elka Todeva (Regional English Language Office – U.S. Embassy) For years our goals as language educators and teacher trainers have been framed in deficit terms, as challenges to be overcome through better teaching and training. This talk explores reframing models of teaching and teacher education where teachers and learners are seen as resources with valuable linguistic and cultural knowledge, which, if artfully tapped, leads to expedited, congenial, socially embedded learning that benefits individuals and their communities and fosters important competences for today’s globalized world.
Elka Todeva is a language educator with a doctorate in applied linguistics. She trains teachers internationally and advocates expedited learning through socially embedded, plurilingual, brain-friendly explorations. ___________________________________________________________________________________ 14.00 – 15.00
G03
Taking the CELTA forward: evaluating CELTA in the Indian context as a benchmark qualification, Usha Venkat and Hemalini Guttery The parallel ELT industry, consisting of private schools, language schools and corporations, in the Indian sub-continent constantly seeks people with
25
Day 1: Friday 27 February Time
Venue
Activity
14.00 – 15.15
Various
PARALLEL SESSION 2 continued internationally accredited qualifications. The size of this market is significant. Does a qualification like the CELTA help develop and define quality for teacher education in this context? What are the opportunities, weaknesses, strengths and threats inherent in using CELTA as a benchmark qualification in India? How can global standards meet local needs? Usha Venkat is an India-based CELTA tutor and assessor with over twenty years' experience in in-service and pre-service teacher education, corporate training and examining.
Hemalini Guttery is a freelance teacher educator, based in the UK. She has been working exclusively as a CELTA tutor in India for the past four years. ___________________________________________________________________________________ 14.00 – 15.15
G04
Working with children as co-researchers: theory and practice? Rama Mathew and Annamaria Pinter This presentation will report on an ongoing collaborative research project in English classrooms in Delhi in which teachers involve their young learners (6 to 12-year-olds) as researchers. Teachers will present data from the ongoing research project and we will address a range of issues such as: ethical considerations, local constraints and benefits/challenges for both teachers and children. We will also talk about lessons learnt so far and ways forward both in theoretical and practical terms. Rama Mathew, Professor at the Central Institute of Education, Delhi University, works with teachers and is interested in teacher education, language assessment and multilingual education. Annamaria Pinter is Associate Professor at the Centre for Applied Linguistics, University of Warwick, UK. Her research interests include all aspects of language learning in childhood and teacher development.
Other presenters: Richard Smith, Esther Sahoo, Ranjani Shankar, M. Sharada, Sonika Gupta and Usha Malhan. ___________________________________________________________________________________ 14.00 – 15.00
G05
Developing materials for effective training sessions, Debbie Candy What makes ‘good’ teacher education materials? How should we structure teacher education workshops? This depends on our beliefs about what and how teachers learn. In this session we will look at teacher education from a constructivist viewpoint. We will put together a pedagogical template for a workshop and you will leave with a list of practical points which will help you to put together and facilitate quality learning opportunities for teachers.
Debbie Candy is a freelance materials writer, editor consultant and trainer. She is currently working with the British Council team producing a contextualised version of the CiPELT for India. ___________________________________________________________________________________
26
Day 1: Friday 27 February Time
Venue
Activity
14.00 – 15.15
Various
PARALLEL SESSION 2 continued
14.00 – 15.00
101
It’s time for the international community of English language teachers to define their own destiny, Susan Jones The demands on English language teachers are ever increasing as employers and ministries of education are constantly requiring higher standards for learners of English in all areas. This workshop will take teachers through the process of establishing a community of practice within a school or area, and detail the ways in which the teachers themselves can provide support and training to develop their skills and knowledge. This includes participating in action research projects to identify the needs of the students and the teachers, and peer evaluation and support for developing new skills.
Susan Jones is Lead Academic-English Language (Asia) for Trinity College London. Susan has been teaching and working in teacher development in the Middle East and Africa for more than 20 years. ___________________________________________________________________________________ 14.00 – 14.30
102
Collaboration in the cloud supported by Android-based mobile app to enhance exposure and practice of ESL methods and techniques, Surendrasinh Gohil and Mithun Khandwala The presentation reports the use of cloud computing to engage the ESL pre-service teachers beyond the classroom for extended exposure and practice of ELT methods and techniques coupled with an Android-based mobile application. The experimental research focused on finding out the usability, reliability and pedagogical implications of the two technologies for enhancing the quality of teacher education and helping teachers learn to incorporate the same in the ESL teaching-learning process. Surendrasinh Gohil teaches at Navsari Agricultural University, Navsari, Gujarat. Mithun Khandwala teaches at Cadila High school, Ahmedabad, Gujarat.
14.45 – 15.15
The digital platform as a cognitive tool for teacher training in academic writing pedagogies, Neelaveni Kothagattu This presentation focuses on using digital platforms as cognitive tools for educating English language teachers in academic writing pedagogies using corpus-based genre pedagogy. It shows how digital platforms can serve to present extensive models of the target genres using corpus materials and provide one-to-one instruction and also interaction. It discusses how the medium can become an engaging cognitive tool, personally involving the student teachers, ensuring deep processing and thereby easy acquisition.
Neelaveni Kothagattu is Associate Professor of English at VNR Vignana Jyothi Institute of Engineering and Technology, Hyderabad. He specializes in ELT. ___________________________________________________________________________________
27
Day 1: Friday 27 February Time
Venue
Activity
14.00 – 15.15
Various
PARALLEL SESSION 2 continued
14.00 – 14.30
103
The effect of the feedback-discussion-reflection-revision cycle on tertiary level writing performance, Shree Deepa In this presentation I will talk about a study on the feedback-discussionreflection-revision cycle on tertiary level writing performance. This paper examines such a task done with students of the integrated masters’ programme at the University of Hyderabad. Both quantitative and qualitative analyses demonstrate that when teacher feedback is coupled with peer discussion and reflection, writing skills are enhanced. Shree Deepa teaches at the Centre for English Language Studies, University of Hyderabad. She is currently interested in the study of including blind-visually-impaired students into mainstream education and improving techniques of teaching English at the tertiary level.
14.45 – 15.15
The impact of final outline and self-assessment rubrics in the composition writing of the English language teacher trainees, Karunathevy Sivaji This paper reports on the effect of the strategic employment of two rubrics – a final outline format and a self-assessment tool at the pre- and post-levels respectively of academic written composition sessions for nineteen ELT practitioners. The comparison of pre- and post-test marks and a questionnaire revealed a positive impact on their performance.
Karunathevy Sivaji is Senior Lecturer at the ELTC, University of Jaffna, Sri Lanka and visiting teacher trainer at the Open University. She has an M.A in English and TESL, and is currently pursuing a PhD. ___________________________________________________________________________________ 14.00 – 15.00
104
Utilizing tablets and one-to-one coaching to develop teacher practice for the creation of audio-visual OER, Lina Adinolfi and Snehal Shah In this paper we describe an initiative in which Indian teacher educators utilized tablet-based observations and one-to-one coaching to enhance English language teachers' classroom practice in preparation for the creation of audio-visual OER for use in a large-scale professional development programme in India. Drawing on a range of data, we examine the nature of the teacher-teacher educator partnerships forged and the immediate and longer term effect of this intense collaborative initiative on improving classroom practice. Lina Adinolfi, Lecturer, OER Academic, TESS-India, The Open University, UK
Snehal Shah, Senior Academic AV Production, TESS-India, The Open University, UK ___________________________________________________________________________________ 14.00 – 15.00
105
Q and A session, Rod Bolitho
This is your chance to ask any questions you may have about this morning’s keynote address. ___________________________________________________________________________________
28
Day 1: Friday 27 February Time
Venue
Activity
14.00 – 15.00
106
Training communicatively to teach communicatively, Donald Sargeant If teacher educators believe that communicatively methodology is the best way to ensure that learners become proficient users of the target language, then we must train teachers communicatively. This workshop is based on the principle that teachers will teach in the way that they themselves have been taught. Ways of doing this and monitoring and evaluating the quality will be demonstrated.
Donald Sargeant is a Regional Teacher Trainer Adviser in Oman involved with in-service education of teachers with special interest in relating theory to practice. ___________________________________________________________________________________ 14.00 – 15.00
201
Using songs to teach English, Havovi Kolsawalla (British Council workshop) This is a hands-on workshop where participants will experience the use and value of songs in an ELT classroom. Starting with a brainstorm on the purpose of songs to teach language, participants will then work with songs to teach vocabulary and grammar to young and older learners respectively. They will also have an opportunity to present their own ideas on using particular songs. Finally there will be some tips on selecting the right songs for the classroom.
Havovi Kolsawalla is a freelance Training Consultant, working with the British Council. Her special interests are in using songs, stories and drama to teach language. ___________________________________________________________________________________ 15.15 – 15.45 Networking and coffee/tea break ___________________________________________________________________________________ ___________________________________________________________________________________ 15.45 – 16.40 PANEL DISCUSSION ___________________________________________________________________________________ 15.45 – 16.40
Main Hall
Moving from quantity to quality – implications for teacher education Panel: Colin Bangay (DfiD), Maya Menon (The Teacher Foundation), Lina Mukhopadhyay (EFLU) and Amol Padwad (AINET)
Chair: Rittika Chanda Parruck (British Council) ___________________________________________________________________________________ 16.40 – 16.50 Main Hall Continuing Professional Development Framework: going global ___________________________________________________________________________________ 17.00 – 18.00 Various WORKSHOPS ___________________________________________________________________________________ 17.00 – 18.00
Main Hall
Blissfully developing teacher education materials, Huma Riaz and Rosie Tanner How can secondary school English teachers encourage interaction and real communication in large classes with few resources? Our interactive, hands-on workshop will introduce the audience to some of the
29
Day 1: Friday 27 February Time
Venue
Activity communicative teacher education materials that an experienced team of Indian trainers and materials writers have developed for the British Council BLISS (Bihar Language Initiative for Secondary Schools) project: a teacher’s workbook and very detailed teacher educator’s notes, for Bihari teachers and trainers. Rosie Tanner, BA (Hons), MA, is a freelance education consultant working in English language and bilingual teacher education.
Huma Riaz is a freelance consultant, working as a teacher, trainer and materials writer for British Council, India. ___________________________________________________________________________________ 17.00 – 18.00
G01/02
Collins English language quiz Travel back into the past and around the world with the Collins English Language Quiz. This fun-filled quiz will test everyone's knowledge of English. Take part as an individual or join up with friends to form a team. Round 1: Dialect and accent Competitors will listen to a range of recordings of (native-speakers of) English today, from all over the world, and will be asked to say where in the world the speaker comes from. Round 2: 1000 years of history We will be playing recordings of how English words were pronounced hundreds of years ago for competitors to identify. We will also see if competitors can identify words from older (and obsolete) spellings. We'll be looking at words from Old English (e.g. Beowulf), Middle English (e.g. Chaucer) and early modern English (Shakespeare and Milton).
Round 3: The wonderful world of words Questions focus on some of the weird and wonderful words used in English in different parts of the world. ___________________________________________________________________________________ 17.00 – 18.00
G03
Cambridge University Press book launch
Assessing Learners: a pedagogic resource by Geetha Durairajan from the All About Language Teaching series ___________________________________________________________________________________ 17.00 – 18.00
G04
Top tips on writing successful multiple-choice questions, Gwendydd Caudwell and Mark Elliott Multiple-choice questions are used in many tests and classroom materials, but have you ever wondered what the best way is to write a good one? There is more to it than you think! This practical workshop will give you tips and tricks on how to write this kind of question, common pitfalls and how to apply these questions to assess different language skills in your classroom. This will help you save time and be confident that you are really testing what you want to test and help your students to become successful learners.
30
Day 1: Friday 27 February Time
Venue
Activity
Gwendydd Caudwell is Aptis Product Development Manager at the British Council, based in Dubai. She has significant experience as a teacher and teacher trainer and is now heavily involved in assessment and is pursuing a PhD in the assessment of young learners. ___________________________________________________________________________________ 17.00 – 18.00
G05
How to be an IELTS examiner, Radhika Chebrol This workshop will give attendees an overview on the role of the examiner in IELTS. It will cover the minimum requirements needed to become an examiner, the various stages of the recruitment process and the benefits of being associated with the British Council. Aspirants can seek clarity during the workshop and even register their interest to become an examiner on the spot.
Radhika Chebrol has been in the field of English Language teaching for 15 years. Currently she is managing examiners for IELTS and Cambridge exams for the British Council in India and Nepal. ___________________________________________________________________________________ 17.00 – 18.00
101
Room for reflection
A chance for you to reflect on the day with some guided activities. ___________________________________________________________________________________ 18.15 – 19.15 DEBATE ___________________________________________________________________________________ 18.15 – 19.15
Main Hall
Moving away from traditional methodologies in language education – the baby has been thrown out with the bath water
Chair: Chris Brandwood ___________________________________________________________________________________
31
NOTES
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#TEC15
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34
Day 2 Saturday 28 February 2015
35
36
Reflections Use the space below and on the following page to help you reflect on what you learn during the sessions you attend.
Day 2: Saturday 28 February 2015 Time 09.00 – 10.00
Venue
Event
Main Hall
Plenary: Learning to read in India: challenges and opportunities for enhancing quality in teacher education (Rukmini Banerji)
What are three key things that you learned during this session?
Note down any questions you want to ask the speaker during the Q&A session later today.
10.15 – 11.30
Various
Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
11.30 – 12.00
Hall 4
Networking and coffee/tea break
12.00 – 13.00
Various
Parallel sessions
Which session(s) did you attend?
37
Reflections Day 2: Saturday 28 February 2015 What are three key things that you learned?
13.00 – 14.00
Hall 4
Networking and lunch break
14.00 – 15.00
Various
Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
15.00 – 15.30
Hall 4
Networking and coffee/tea break
15.30 – 16.30
Main Hall
Panel discussion: Evaluating the quality of teacher education programmes – what works?
What are three key things that you learned during this session?
16.45 – 17.45
Various
Which session(s) did you attend?
38
Workshops
Reflections Day 2: Saturday 28 February 2015 What are three key things that you learned?
What are my key learning points from today?
What ideas or practices can I apply in my own work?
39
Day 2: Saturday 28 February Time
Venue
Activity
08.00 – 09.00 Registration ___________________________________________________________________________________ 09.00 – 10.00 Main Hall PLENARY ___________________________________________________________________________________ 09.00 – 10.00
Main Hall
Plenary: Learning to read in India: challenges and opportunities for enhancing quality in teacher education, Rukmini Banerji With more than 96% of India's children enrolled in school, it is now important to look beyond schooling to what children are gaining in school. The Annual Status of Education Report ASER effort started over ten years ago as a citizen-led, nationwide, annual household survey focussing on children's basic learning. Reading is one of the fundamental building blocks of learning. Without learning to read and to understand, it is hard to make meaningful progress in the education system (and perhaps in life as well). For the last ten years, the Annual Status of Education Report (ASER) has tracked basic reading and arithmetic abilities of children in India in their own language and also periodically in English. This large-scale evidence collected over time from every rural district in India provides important insights into how we can think about children learning to read in India and how to enable teachers and parents to help children more effectively. Some solutions will also be discussed, drawing upon experiences in different parts of India where the assessment has led to action. The talk will focus broadly on language acquisition including English but locate the entire problem in the broader context of language learning and teaching in India and also on how basic assumptions underlying school education in India need to be revisited, rethought and reworked. The talk will conclude by looking at possible implications for improving quality in teacher education in general and English language teacher education in particular. Rukmini Banerji has been with Pratham for 18 years and is a member of the national leadership team. Since 2005, Rukmini has also been involved in the design and implementation of ASER (Annual Status of Education Report) – the largest annual study ever done by Indian citizens to monitor the status of elementary education in the country.
___________________________________________________________________________________ 10.15 – 11.30 Various PARALLEL SESSION 1 ___________________________________________________________________________________ 10.15 – 11.15
Main Hall
Frameworks – they might look dull but actually they’re really useful for all sorts of things, John Shackleton and Tim Phillips Frameworks in education are useful for many things: describing competence, assessing competence, setting standards, suggesting areas to develop, organising resources, etc. – all with the idea of improving teaching quality and helping our learners meet their learning outcomes.
40
Day 2: Saturday 28 February Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued This presentation will look at three frameworks that have a direct impact on professional development for teachers and teacher educators – the CPD Framework for Teachers, the CPD Framework for Teacher Educators and the Quality Standards Framework. John Shackleton is a Senior Training Consultant at the British Council in Delhi. He manages the Quality Standards Programme.
Tim Phillips is head of teacher development in English and Exams in the British Council, based in Manchester, UK, with extensive experience of training round the world. ___________________________________________________________________________________ 10.15 – 11.15
G01/02
Assessing young learners: challenges and possible solutions, Gwendydd Caudwell (Aptis) Increasingly, teachers are required to produce language tests both for classroom and summative use within the schooling system. One critical aspect of developing appropriate assessments for young learners is understanding how cognition develops. This paper looks at the cognitive development of young learners aged 5-17, the English ability they can achieve at different ages and practical considerations and examples for building successful tasks for these age groups.
Gwendydd Caudwell is Aptis Product Development Manager at the British Council, based in Dubai. She has significant experience as a teacher and teacher trainer and is now heavily involved in assessment and is pursuing a PhD in the assessment of young learners. ___________________________________________________________________________________ 10.15 – 11.15
G03
Chat rooms, classrooms and capabilities: implications for education of the evolution of English in 21st-century India, Rukmini Bhaya Nair The sacred space of the Indian classroom has long granted a special place to the English language. This paper examines the twin processes of the 'de-sacralization' of the Indian classroom and the 'out-sourcing' of English as a communicative tool in contemporary India. It does so by presenting results from a project undertaken at IIT Delhi which seeks to extend the holistic yet culturally nuanced 'Capabilities Approach' to human development (Nussbaum and Sen, 1993) to the field of education.
Rukmini Bhaya Nair is Professor of Linguistics and English, Department of Humanities and Social Sciences, Indian Institute of Technology, Delhi. ___________________________________________________________________________________ 10.15 – 11.15
G04
Inclusive quality education: core skills for students in the 21st-century, Rittika Chanda Parruck An increasing body of research indicates that every country in the world needs a high quality, inclusive and equitable school system that develops young people who are able to: = live
and work in a globalised economy
= use
their knowledge, skills and values to contribute responsibly locally and globally. 41
Day 2: Saturday 28 February Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued The British Council is developing global programmes for teachers that support the development of core skills and competencies for young people. This session will share the rationale and approach that we have taken to date, and the implications for language teacher educators.
Rittika Chanda Parruck leads British Council schools work in India. Her interests include innovative approaches to school improvement and the impact of international partnerships in basic education. ___________________________________________________________________________________ 10.15 – 11.15
G05
Q and A session, Rukmini Banerji
This is your chance to ask any questions you may have about this morning’s plenary talk. ___________________________________________________________________________________ 10.15 – 10.45
101
English for All (EfA) Mumbai: the role of teacher educators in teacher training programmes, Radhika Gholkar This presentation will introduce participants to the British Council’s English for All Mumbai EfA teacher training project. It will specifically focus on the role, training and development of teacher educators so far on the project stating the challenges and successes. Teacher educators can potentially ensure quality and sustainability in teacher training initiatives. Radhika Gholkar is a Senior Teacher Trainer with the British Council, Mumbai. She works on teacher training projects in West India and is pursuing the Cambridge DELTA qualification.
11.00 – 11.30
Multilingualism and multiliteracy: mother-tongue literacy paving the ground, Jeanine Treffers-Daller and Ianthi Tsimpli We present an outline of a research project investigating multiliteracy development for bilingual/multilingual children in India. We propose to investigate cognitive and linguistic measures of children who vary in terms of a) mother-tongue literacy, b) English as a subject beginning at Year 1 or Year 3 and c) English-medium instruction. A comparison among the performance of children attending these different educational contexts will allow us to draw conclusions on the effects of mother-tongue literacy. Jeanine Treffers-Daller teaches Assessment and Measurement as well as Second Language Learning and Teaching at the Institute of Education, University of Reading, UK.
Ianthi Tsimpli teaches Child Bilingualism, Multilingualism and Language Impairment at the School of Psychology and Clinical Language Sciences, University of Reading, UK. ___________________________________________________________________________________ 10.15 – 10.45
102
Using narratives to improve the English language proficiency of inservice primary school teachers, Mala Palani The presentation aims to share the methods and techniques the researcher used to improve the English proficiency of her in-service teacher trainees using action research. All the trainees were firstgeneration English users. A course based on producing narratives,
42
Day 2: Saturday 28 February Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued motivated the trainees to ‘notice’ their language and work towards acquiring the relevant vocabulary and grammar. This has implications for course designers and teachers on pre-service and in-service teacher training programmes as they can learn from the experience. Mala Palani has over ten years of experience in teaching teachers. She works towards improving in-service teachers' English proficiency and English language teaching skills.
11.00 – 11.30
102
Using the POGIL technique for improving listening, speaking, reading and writing skills, Baishali Bhaumik Mitra The presentation focuses on the case study of using the POGIL (Processoriented guided-inquiry-learning) method in developing LSRW skills for undergraduate engineering students in the English language communication skills laboratory. The paper describes the approach to using POGIL and discusses the teacher and the students’ observations about their experiences of POGIL as an alternative and effective pedagogy. The article concludes with recommendations for further uses of POGIL to improve English communicative competence.
Baishali Bhaumik Mitra is a Senior Assistant Professor in VNR Vignana Jyothi Institute of Engineering and Technology, Hyderabad, India. Her interest area is CALL, MELL and Diaspora-Literature. ___________________________________________________________________________________ 10.15 – 11.15
103
CBB project impact assessment: were the eight years of distance teacher training worth it? Lesley Dick and Richard Lunt The Council for Business with Britain Teacher Training Project has been running since 2006. This year qualitative and quantitative evidence was collated to demonstrate the project impact. A documentary was made showcasing the project and an impact assessment was commissioned to evaluate project impact. This talk will present the findings of this impact assessment and their pedagogical implications, using clips from the documentary to illustrate the talk. One of the longest Sri Lankan rural teacher training projects, the results of and methods used in the impact assessment have relevance to other countries in the region wanting to run rural teacher training projects. Lesley Dick works for British Council Colombo as the ELT Projects Manager.
Richard Lunt is a freelance consultant based in Sri Lanka. ___________________________________________________________________________________ 10.15 – 11.15
104
Making textbooks communicative, Rageshree Mukherjee This interactive workshop explores ways of exploiting textbooks to add a ‘wow’ factor and make learning more interesting, fun and creative. Techniques include: developing a culture of enquiry through questioning, making use of drama and role play, transforming words into art, and exploiting resources using ICT and collaborative learning.
43
Day 2: Saturday 28 February Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued This workshop will be purely practical and especially useful for primary and secondary school teachers as we’ll be trying out the activities together.
Rageshree Mukherjee is currently working as a Senior Teacher Trainer for the British Council in Mumbai. She manages teacher training projects across West India for primary and secondary teachers. ___________________________________________________________________________________ 10.15 – 10.45
105
Action research in a smart way via smartphones: the new mode to meliorate teachers, Kannampurath Lakshmi Is the smartphone an aid to improve teacher performance at the tertiary level? Do the observation practices in groups through smartphone applications help in improving oneself and a team of teachers simultaneously? The presentation focuses on the impact of using smartphones and instant messaging applications for action research in the quality of performance of tertiary level teachers. Also it focuses on the practice of group assessments of teachers for the betterment of the English learning process. Kannampurath Lakshmi is a research scholar specializing in ELT at VIT University with one year working experience as a communicative English trainer.
11.00 – 11.30
Enhancing soft-skills and communicative competence through an innovative project in West Bengal, Arindam Sengupta This presentation aims to introduce an innovative project entitled ‘Education to Employability’ undertaken to aid learners from low economic status in West Bengal. The project focused on developing workplace communication in ESL through a curriculum based on the CLT approach and used relevant tasks to do so. Based on the feedback of the project, methods to formulate curriculum and design materials to maintain efficacy in ESL teaching will be recommended to teacher educators.
Arindam Sengupta teaches ESL and is a teacher-trainer and curriculum designer. He is the key trainer of the ‘Education to Employability’ project in West Bengal. ___________________________________________________________________________________ 10.15 – 10.45
106
The role of institutional leadership in teacher training and quality, Anagha Padwad and Amol Padwad The school head is an important link between INSET policies and programmes and their implementation with teachers. The school head’s mediation can positively or negatively influence teachers’ response to INSET policies and initiatives. In this case study of a CBSE-affiliated school we discuss the challenges and opportunities of the school head’s mediating role and some innovations she tried in her school. We also discuss implications and insights from her experiences and experiments. Anagha Padwad is the Principal, Sunny’s Spring Dale School, Bhandara, and a teacher trainer and educator with 20 years’ experience in teaching.
44
Day 2: Saturday 28 February Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued Amol Padwad teaches in J. M. Patel College, Bhandara. He is the Convener, AINET, and an ELT consultant with a special interest in teacher development.
11.00 – 11.30
Curriculum review: need and modalities to endorse prerequisite ‘language competence’ in teacher education, Harisimran Sandhu While the ELT context in India is peculiarly wide-ranging, teacher education is not, being largely underpinned by a uniform curriculum that seems out of sync, among other things, with the low language proficiency among the vast majority of teachers. This presentation builds a case to develop minimal ‘language competence’ before imparting language awareness and pedagogical competence among teachers. This could have far-reaching pedagogic implications to, eventually, optimize language learning among the target population of students.
Harisimran Sandhu is a freelance ELT professional based in India, who is an examiner, teacher-trainer and training consultant. ___________________________________________________________________________________ 11.30 – 12.00 Networking and coffee/tea break ___________________________________________________________________________________ ___________________________________________________________________________________ 12.00 – 13.00 Various PARALLEL SESSION 2 ___________________________________________________________________________________ 12.00 – 13.00
Main Hall
Are we supporting teachers to address student diversity in the classroom? Dilemmas and solutions, Renu Singh This paper draws on data from Young Lives, a longitudinal research study that is tracking 3,000 children in Andhra Pradesh and Telangana, India since 2002. There are worrying signs that learning standards have fallen since 2006. The paper discusses the findings and explores teaching quality within both government and private schools. Policy analysis further highlights the gaps in professional development that teachers require to support the most disadvantaged students. Recommendations will cover what aspects of inclusive pedagogy are critical for addressing diversity in classrooms.
Renu Singh has over twenty-six years of teaching experience in policy analysis and research, teacher education, general and special education and early childhood development. She is currently working as Director, Young Lives, India, University of Oxford and is a visiting Professor, Jamia Millia Islamia University. ___________________________________________________________________________________ 12.00 – 13.00
G01/02
How to help teachers find, create, recycle and adapt good-quality teaching materials, Katherine Bilsborough In this workshop we will look at ways for teacher educators to help teachers find, create, recycle and adapt good-quality materials that are appropriate for their learners. We will explore ways to help teachers exploit authentic materials for classroom use and we will see how teachers
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Day 2: Saturday 28 February Time
Venue
Activity
12.00 – 13.00
Various
PARALLEL SESSION 2 continued can use the same materials in different ways with different groups of students.
Katherine Bilsborough has worked in ELT since 1986 as a teacher, trainer and author. She lives in Spain and divides her time between ELT and gardening. ___________________________________________________________________________________ 12.00 – 13.00
G03
LearnEnglish Schools: ICT solutions for teachers and learners with limited internet access, Deepali Dharmaraj, Nirupa Fernandez and Samyuktha Balakrishnan This talk covers the conception and development of an offline digital resource for learners: LearnEnglish Schools. We will demonstrate the content and share lessons learnt while using it in a wide variety of contexts. We will also give practical suggestions for developing similar material, outlining how digital content can be created and exploited in both high- and low-resource areas. Case studies will enable those attending to adapt the content for use in their contexts.
Nirupa Fernandez is Assistant Director, Samyuktha Balakrishnan is Senior Project Manager, and Deepali Dharmaraj is Senior Teacher Trainer with English Partnerships, British Council India. ___________________________________________________________________________________ 12.00 – 13.00
G04
Multilinguality as a strategy to reach English language learners, Kirti Kapur The presentation shares my experience as a teacher participant-observer in a government primary school for girls during a three-month field research. Using a pedagogy that includes bilingual texts and activities in the mother-tongue, I facilitated improved student participation and engagement with English language learning. Detailing these processes and learning outcomes will underscore the significance of reflection on pedagogy and methodologies used for teaching English in a multicultural and multilingual society.
Kirti Kapur, Associate Professor, works at NCERT, New Delhi. Her area of specialization is curriculum, syllabus, textbook and teacher development materials with training. ___________________________________________________________________________________ 12.00 – 13.00
G05
Needs analysis for English language teacher development: lessons from Gujarat and Madhya Pradesh, David Hayes English is regarded as the key to economic advancement by parents of children in schools across India who press state governments to strengthen their teaching in schools. State governments respond by developing in-service teacher education (INSET) programmes to improve teaching quality and thus student outcomes. This presentation examines needs analysis for INSET at the primary level in Gujarat and Madhya Pradesh, the results of the analyses and recommendations for effective INSET in these states.
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Day 2: Saturday 28 February Time
Venue
Activity
12.00 – 13.00
Various
PARALLEL SESSION 2 continued
David Hayes has extensive experience of INSET programmes in South and South-East Asia. He is the editor of the recent British Council publication Innovations in the Continuing Professional Development of English Language Teachers. ___________________________________________________________________________________ 12.00 – 13.00
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Providing feedback on students' writing: some effective strategies, Kalyan Chattopadhyay In this workshop, I will begin by investigating what steps teachers follow in providing feedback on their students’ writing, how they structure such feedback, and what strategies they use. Participants will work on examples of two main categories and four types of feedback, relate them to the current feedback writing practices, identify and discuss a range of feedback strategies they may consider and adopt in students’ language development.
Kalyan Chattopadhyay works as Director, English Language Centre at Bankim Sardar College, Coordinator, IATEFL Young Learners and Teenagers SIG, Vice-President of AsiaCALL, and Cambridge University Press author. ___________________________________________________________________________________ 12.00 – 13.00
102
Using cloze-based summaries to develop reading comprehension: materials for ESL teachers, Lina Mukhopadhyay Reading comprehension abilities range from understanding isolated bits of information in a text to discourse level knowledge. This paper presents a study in which discourse level comprehension abilities of a group of 25 foreign language learners of English could be assessed fairly accurately through a cloze-based summary task. The findings indicate that teachers and teacher educators can teach higher-level comprehension abilities by using innovative materials as used in this study.
Lina Mukhopadhyay teaches at the Department of Materials Development, Testing and Evaluation, EFL University, Hyderabad, India. She researches in SLA, bilingual education and language assessment. ___________________________________________________________________________________ 12.00 – 13.00
103
Monitoring and evaluating large-scale teacher education projects, Sobia Nusrat This presentation will discuss the issues and challenges faced in creating and implementing a monitoring and evaluation framework for large-scale projects, with emphasis on the Punjab Education and English Language Initiative (PEELI), a teacher training project aiming to improve the ability of 180,000 Pakistani government school teachers to teach through the medium of English.
Sobia Nusrat (Project Manager – PEELI) has been working with the British Council since 2013. Sobia has a keen interest in education reform and monitoring and evaluation. ___________________________________________________________________________________
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Day 2: Saturday 28 February Time
Venue
Activity
12.00 – 13.00
Various
PARALLEL SESSION 2 continued
12.00 – 13.00
104
Focused reflections: practical considerations for exploiting video-led self-observation within teacher development programmes, Christopher Thorn The opportunity that the use of video offers teachers to observe and review their own classroom practice makes it a potentially powerful component of teacher development programmes. Drawn from experiences within a current Malaysian in-service programme, this paper considers the conditions required for a process of video-enabled selfobservation to be effectively adopted by practitioners as well as the options available to teacher development programme designers.
Chris Thorn supports the development of Malaysian state school teachers through the provision of local mentoring and training as well as national blended-learning programmes. ___________________________________________________________________________________ 12.00 – 13.00
105
Ways of practising vocabulary in context, Jon Parnham (British Council workshop) In this workshop participants will experience different ways of practising vocabulary in a specific context through a series of fun interactive activities. Participants will be made aware of the different aspects of teaching vocabulary (i.e. meaning, pronunciation and form). Upper primary and secondary teachers, teacher educators and Master Trainers will benefit from this workshop. Teachers will come away with a range of activities and some games that they can easily use in their own context.
Jon Parnham is the Senior Training Consultant at British Council Mumbai where he manages teacher training projects across West India for primary and secondary teachers. ___________________________________________________________________________________ 12.00 – 13.00
106
ET:TE+ Contrast of supportive and sustainable activities for rural state teachers in Nepal, Vaishali Pradhan This talk will present an overview of the British Council’s ET:TE+ (English for Teaching:Teaching for English) project in Nepal (cascade delivery, in conjunction with the Ministry of Education, Nepal). An outline of the three stages of training will be presented highlighting the supportive purpose of the first, the sustainable nature of the second, and the autonomy of the third. Evidence and argument for pedagogically sound cascade teacher training projects will be given.
Vaishali Pradhan is a CELTA certified teacher trainer who has been working for the British Council Nepal since 2009. She currently manages British Council Nepal’s projects in the areas of English and education. ___________________________________________________________________________________ 13.00 – 14.00 Networking and lunch break ___________________________________________________________________________________
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Day 2: Saturday 28 February Time
Venue
Activity
14.00 – 15.00 Various PARALLEL SESSION 3 ___________________________________________________________________________________ 14.00 – 15.00
Main Hall
Can teachers teach? An introduction to Demand High, Jim Scrivener Contemporary teachers have become mainly classroom managers and operators of materials. Is this really what we wanted when we became “communicative”? When I observe lessons I often see a teacher doing little more than announcements to start up and close down activities. There is a lack of “up-close” skills, no “hands-on” language work and minimal engagement with the process of learning. This talk asks whether current ELT may have painted itself into a corner. As an alternative I will propose “Demand-High”, an argument for active, interventionist, challenging teaching.
Jim Scrivener is a writer, trainer and Teacher Training Ambassador for Bell. He wrote the prizewinning books Learning Teaching, Teaching English Grammar and Classroom Management Techniques. ___________________________________________________________________________________ 14.00 – 15.00
G01/02
The Survey of ELT Research in India: how can it help you? Paul Gunashekar, Lina Mukhopadhyay and Richard Smith In this talk we invite you to interact with the contents of the Indian ELT research database which has been developed by EFL University, Warwick University and British Council India via consultations with 25+ institutions over the last two years. We discuss academic and technical issues underlying its construction, demonstrate ways it can be searched for different purposes, and provide an overview of its contents. Finally we show how this is a dynamic database which you can update with details of your own research. Paul Gunashekar is a Professor in the Department of Materials Development, Testing and Evaluation, and Dean, Publications at the English and Foreign Languages University, Hyderabad. He edits the EFLU research journal Languaging, and is the Indian English consultant to the Oxford Advanced Learner’s Dictionary. Lina Mukhopadhyay teaches at the Department of Materials Development, Testing and Evaluation, EFL University, Hyderabad, India. She researches in SLA, bilingual education, and language assessment
Richard Smith, University of Warwick, UK, coordinates the TELC network (bit.ly/telcnet-home) as well as IATEFL's Research SIG (http://resig.iatefl.org). ___________________________________________________________________________________ 14.00 – 15.00
G03
'Located' teacher education: redesigning the curriculum of a teacher training programme from a socio-cultural perspective, Meera Srinivas The presentation examines the curriculum of a distance training programme for English teachers in rural, backward areas, from a sociocultural perspective. It critiques the 'top-down' approach of the curriculum that ignores the socio-cultural constraints of learning and the 'voices' of
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Day 2: Saturday 28 February Time
Venue
Activity
14.00 – 15.00
Various
PARALLEL SESSION 3 continued teachers and educators. It argues for an 'inclusive' curriculum that is socially appropriate and mediated, to enhance the impact potential of the programme. This will have profound implications for teacher education curriculum design in multicultural contexts.
Meera Srinivas is an Associate Professor in English and Foreign Languages University. Her areas of interest include curriculum design, materials development and teacher education. ___________________________________________________________________________________ 14.00 – 15.00
G04
Monitoring, evaluation and learning on innovation in English language teacher education: a case study, John Simpson The talk begins by recognising that ‘quality education’ is a broad term and that there are quality issues to be addressed in many parts of the education system, not only those linked directly to teaching. This presentation mentions some of the current challenges to quality English language teacher education (ELTE), then focuses on innovation in ELTE and the monitoring, evaluating and learning (MEL) of this as means to strengthen the quality of the classroom experience. Simple tools for assuring the quality of an intervention will be shared, along with practical ways of evaluating ELTE outcomes and disseminating learnings gained in the processes of innovation. The potential impact of such approaches to MEL for ELTE, particularly in state education systems, will be considered.
John Simpson is the British Council’s Senior Adviser in English for Education Systems, sub-Saharan Africa. He is Director of the STEM project (supporting teachers’ English through mentoring), and Technical Adviser to Bristol University’s LaST innovation (language supportive textbooks and pedagogy), research studies in Rwanda. ___________________________________________________________________________________ 14.00 – 15.00
G05
Certifiable teachers: how to enhance your career through the IELTS and DELTA Module 1 exams, Steven Baker Is Continuing Professional Development important to you? This interactive workshop looks at how the IELTS exam or the DELTA Module 1 can enhance your career. Whether you wish to demonstrate your English language abilities or find out how good your English language teaching subject knowledge is, getting a globally recognised qualification not only measures your existing skills and knowledge, it shows that you are willing to take on new challenges and keep learning.
Steven Baker is an Academic Manager at the British Council teaching centre in New Delhi. He has worked as an IELTS examiner and a Cambridge Delta Local Tutor. ___________________________________________________________________________________ 14.00 – 15.00
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Establishing a connection: finding value in teacher networks, Kerry Carruthers In this age of instant communication and growing access to global information, we have increased opportunity to connect with others. Then
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Day 2: Saturday 28 February Time
Venue
Activity
14.00 – 15.00
Various
PARALLEL SESSION 3 continued why do some teachers still feel so alone in their classrooms? Using a case study of primary school teachers in East Malaysia, this paper will examine a combination of social, cultural and institutional influences, exploring how they are affecting the creation of teacher networks and discussing the wider implications for continuing professional development.
Kerry Carruthers is a Teacher Mentor on the British Council ELTDP project in collaboration with the Malaysian Ministry of Education. ___________________________________________________________________________________ 14.00 – 15.00
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Literature in the English language classroom, Suganthi T Krishnan (British Council workshop) This practical workshop explores the effective use of literature in young adult and adult classes. The focus area is using literature as authentic material to broaden learners’ horizons. Activities include using literature to understand culture, to learn vocabulary, and to effectively use readers in the teens/adults classroom to teach both General and Business English. This workshop will be highly interactive and will be useful for secondary school teachers, teacher educators and trainers.
Suganthi T Krishnan is an Academic Manager in the British Council’s Chennai English Language Centre. She is a teacher-trainer, teacherdeveloper and DELTA local tutor. ___________________________________________________________________________________ 14.00 – 15.00
103
Internalization of English language for primary school learners through a teacher enhancement programme, Sherin Shervani The presentation focuses on the speaking power and English language proficiency of teachers in English-medium schools in India. It is designed as an (ESP) programme for teachers. The content of the programme is to enhance the ability of the teachers to use English in their day-to-day activities in the school. The use of English language in context helps them to develop understanding of using simple English language phrases and sentences with students.
Sherin Shervani is a teacher trainer at the Academy for Teacher Training, Ilyas Educational Institutions, who is currently working in coordination with Al Barkaat Public School and English Access Microscholarship Program, Department of State, USA, Aligarh Muslim University, Aligarh. ___________________________________________________________________________________ 14.00 – 15.00
104
The Regional English Support Centres network in Sri Lanka: an impact evaluation consultancy, Christopher Tribble The Regional English Support Centres were set up in Sri Lanka in 1988 to support English language teachers in the government school system nationwide. This paper reports on the impact evaluation consultancy. The findings from this review process will be summarised and the extent to which the RESC model might be used as a means for supporting interventions to strengthen English language teaching in other parts of the world will be commented on. 51
Day 2: Saturday 28 February Time
Venue
Activity
Christopher Tribble is currently lecturing in Applied Linguistics at King's College London and he maintains his practice in project evaluation and in documentary photography. ___________________________________________________________________________________ 14.00 – 15.00
105
Storytelling techniques for improving the speaking skills of students at the tertiary level, Pushpa Nagini Sripada Storytelling techniques provide opportunities to improve spoken English. The session shares with participants the materials to be used to enhance oral proficiency like story telling techniques – use of idioms, pictures, collocation, newspapers for developing stories. With slight modification, most of the activities can be used by teachers for students at intermediate and advanced level.
Pushpa Nagini Sripada is a Professor of English, Sathyabama University, Chennai, India, and a storyteller, IELTS and soft skills trainer. With a PhD in vocabulary teaching, her specialisations include syllabus design and material development. ___________________________________________________________________________________ 15.00 – 15.30 Networking and coffee/tea break ___________________________________________________________________________________ ___________________________________________________________________________________ 15.30 – 16.30 Main Hall PANEL DISCUSSION ___________________________________________________________________________________ 15.30 – 16.30
Main Hall
Evaluating the quality of teacher education programmes – what works? Panel: David Hayes (Brock University, Canada), Rama Mathew (Delhi University), John Simpson (British Council), Renu Singh (Young Lives India),
Chair: Sara Pierson (British Council) ___________________________________________________________________________________ 16.45 – 17.45 Various WORKSHOPS ___________________________________________________________________________________ 16.45 – 17.45
Main Hall
Videocameras in English language teaching, Jamie Keddie During the last few years, we have seen an increasing interest in videorecording devices in language teaching and teacher training (camcorders, webcams, mobile phones, etc.). In this practical talk, I will present a number of videos which have been created by learners, teachers and trainers. Out of this, we will examine a variety of applications for such devices and evaluate them accordingly. We will discuss practical, pedagogical, technological and social issues along the way.
Jamie Keddie is the founder of Videotelling.com and Lessonstream.org. His publications include Images (OUP, 2009) and Bringing Online Video into the Classroom (OUP, 2014). ___________________________________________________________________________________
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Day 2: Saturday 28 February Time
Venue
Activity
16.45 – 17.45
G01/02
Dictionaries and corpus workshop, Elaine Higgleton All good dictionary publishers – such as Collins – have been using corpus information about how language is used to write and update dictionaries for nearly 30 years. It is a process that many of us are familiar with and have seen presented many times before. In this combined talk and workshop we will be hearing about some of the latest corpus-driven updates made to the latest edition of Collins English Dictionary, trying our hand at interpreting corpus data to spot recent changes in the language and using corpus data to draft our own dictionary entries.
Elaine Higgleton is the International Publisher for Collins Learning, a division of HarperCollins Publishers. She has had a long and varied career in publishing, from the ELT Dictionary Division at OUP to Chambers in Edinburgh and then moving to Collins in 2001. _________________________________________________________________________________ 16.45 – 17.45
G03
The role of IATEFL and the TT Ed SIG in the development of teachers and teacher educators, Kalyan Chattopadhyay and Burcu Tezcan-Unal (IATEFL) In this talk we will explore how IATEFL and the Teacher Training and Education SIG (Special Interest Group) can help teacher educators to develop. Reference will be made to webinars, other online resources, newsletters, workshops, conferences and links with other teacher associations. Kalyan Chattopadhyay works as Director, English Language Centre at Bankim Sardar College, Coordinator, IATEFL Young Learners and Teenagers SIG, Vice-President of AsiaCALL, and Cambridge University Press author.
Burcu Tezcan-Unal has been an active member of the ELT community for years. In Hyderabad, she will represent the IATEFL TT Ed SIG (Special Interest Group) as the events coordinator. ___________________________________________________________________________________ 16.45 – 17.45
G04
How to be an IELTS examiner, Radhika Chebrol This workshop will give attendees an overview on the role of the examiner in IELTS. It will cover the minimum requirements needed to become an examiner, the various stages of the recruitment process and the benefits of being associated with the British Council. Aspirants can seek clarity during the workshop and even register their interest to become an examiner on the spot.
Radhika Chebrol has been in the field of English Language teaching for 15 years. Currently she is managing examiners for IELTS and Cambridge exams for the British Council in India and Nepal. ___________________________________________________________________________________
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Day 2: Saturday 28 February Time
Venue
Activity
16.45 – 17.45
G05
Tips on how to write speaking assessment for your classroom, Gwendydd Caudwell and Mark Elliott This practical workshop is aimed at teachers who would like to learn more about how to design useful classroom tests. A well-designed classroom assessment can help your students become better at speaking. This workshop will open your eyes to all the things you need to consider when writing a speaking test for your students and help you make sense of which is the best way to do it for your context. You will get practical tips and advice from British Council assessment experts that you can immediately put to practice in your classrooms.
Gwendydd Caudwell is Aptis Product Development Manager at the British Council, based in Dubai. She has significant experience as a teacher and teacher trainer and is now heavily involved in assessment and is pursuing a PhD in the assessment of young learners. ___________________________________________________________________________________ 16.45 – 17.45
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Room for reflection
A chance for you to reflect on the day with some guided activities. ___________________________________________________________________________________
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Day 3 Sunday 1 March 2015
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Reflections Use the space below and on the following page to help you reflect on what you learn during the sessions you attend.
Day 3: Sunday 1 March 2015 Time 09.00 – 10.00
Venue
Event
Main Hall
Plenary: A fine balance – English language teacher education in 21st-century India (Alison Barrett)
What are three key things that you learned during this session?
Note down any questions you want to ask the speaker during the Q&A session later today.
10.15 – 11.30
Various
Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
11.30 – 12.00
Hall 4
Networking and coffee/tea break
12.00 – 13.00
Various
Parallel sessions
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Reflections Day 3: Sunday 1 March 2015 Time
Venue
Event
Which session(s) did you attend?
What are three key things that you learned?
13.00 – 14.00
Hall 4
Networking and lunch break
14.00 – 14.30
Various
Parallel sessions
Which session(s) did you attend?
What are three key things that you learned?
14.45 – 15.45
Main Hall
Plenary: Teacher education and quality assurance (Paul Gunashekar)
What are three key things that you learned during this session?
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Reflections Day 3: Sunday 1 March 2015 Time
Venue
Event
15.45 – 16.15
Main Hall
Valedictory
What are my key learning points from today?
What ideas or practices can I apply in my own work?
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Day 3: Sunday 1 March Time
Venue
Activity
09.00 – 10.00 Main Hall PLENARY ___________________________________________________________________________________ 09.00 – 10.00
Main Hall
Plenary: A fine balance: English language teacher education in 21st-century India, Alison Barrett Over the last five years, the role of the teacher educator has risen to prominence in India and beyond. Through the input and support that a teacher educator provides to practising classroom teachers, the potential contribution that she can make to achieving quality in the classroom is immense. But to be effective, a teacher educator has to balance the priorities of a number of different stakeholders within the system and she needs to ensure that her approach is based on sound pedagogical principles, is relevant, appropriate and feasible. Not only this, but a teacher educator must balance what she knows from the evidence she has gained from academic research and experience with the specific realities and needs of the context within which she works. For example, she knows that teachers must be motivated and supported to become self-directed learners, but how can they be when they have no time, resources or experience of autonomous learning? How can in-service programmes move away from one-off face-to-face teacher training input to holistic programmes of continuing professional development where knowledge and experience is co-constructed rather than force-fed? How can technology be best exploited to facilitate improvements in quality teacher education when infrastructure is new and teachers ICT skills are low? How can teacher educators balance the need for data which drives accountability with data that drives improvements? This session will explore the tensions that result from trying to balance what we know theoretically with what can actually be done, and recommend some practical ways to move forward in the 21st century.
Alison Barrett is Director English for Education Systems, South Asia, British Council, and responsible for overseeing English language development programmes in partnership with the public sector across the region. ___________________________________________________________________________________ 10.15 – 11.30 Various PARALLEL SESSION 1 ___________________________________________________________________________________ 10.15 – 11.15
Main Hall
Towards understanding teacher motivation for professional development, Krishna K Dixit The aim of this paper is to explore some key factors affecting English teacher motivation for professional development. The paper is based on a study involving 100 teachers working at secondary, higher secondary and tertiary levels. The findings indicate that support, incentives, recognition, perceptions about professional development, career structure play a crucial role in sustaining and cultivating teachers’ motivation for professional development.
Krishna K Dixit is a teacher and teacher educator. He has an MA (English Literature) and MEd (ELT) from Marjon (UK) on Hornby Trust Scholarship. ___________________________________________________________________________________ 62
Day 3: Sunday 1 March Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued
10.15 – 11.15
G01/02
Why is English so difficult? Empowering teachers through a better understanding of the history of the English language, Elaine Higgleton (Collins) Most Indian school teachers of English have studied the language predominantly through literature. Language, when taught, focuses on the functional and the communicative. But teachers often ask me: why is English is so difficult? Why is English spelling so irregular? Why is the plural of man MEN? Give me a magic bullet to make teaching English easy. While there is no single magic bullet, teachers can be empowered to become more confident about the complex rules of the English language today.
Elaine Higgleton is the International Publisher for Collins Learning, a division of HarperCollins Publishers. She has had a long and varied career in publishing, from the ELT Dictionary Division at OUP to Chambers in Edinburgh and then moving to Collins in 2001. ___________________________________________________________________________________ 10.15 – 10.45
G03
Exploring metacognition of young learners: a study of three classroom strategies, Kuheli Mukherjee This presentation explores the practices of a West Bengali ESL teacher who tries to enable learners to use metacognition to enhance their learning and introduces learner autonomy in a large Indian classroom. Three classroom strategies will be investigated to show how learners' metacognitive strategies are used in evaluating teaching technique, in diagnosing where learners need reinforcement and in developing assessment rubric. Such activities have implication for teachers trying to pave the way for learner empowerment and enhanced learning. Kuheli Mukherjee, a senior teacher of ESL, won scholarships to specialize in TESOL teacher education, has developed curriculum and materials and presented in international conferences.
11.00 – 11.30
Learning to use digital materials: what makes the training of teachers effective? Annie Besant Tresa Rani With a wide range of digital resources available for teaching and learning English, the challenge for teachers is how to implement these resources efficiently and motivate their learners to use them successfully in the long term. This process can be supported through training teachers on digital resource implementation. This presentation aims to explore and identify a possible framework for a successful digital training programme that can help teachers ensure effective use of appropriate digital resources.
Annie Besant Tresa Rani works for the British Council as Editor – Online learning, English Digital Partnerships. Non-traditional and digital publishing are her forte. ___________________________________________________________________________________
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Day 3: Sunday 1 March Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued
10.15 – 10.45
G04
Refresher courses in English: their role in ensuring quality in ELT, Prithviraj Thakur Refresher courses are mandatory for the career advancement of college and university teachers in India. This presentation aims to discuss how effective the refresher courses in English have been in the professional development of English teachers at college and university level. Prithviraj Thakur teaches English at the G. S. Science, Arts and Commerce College, Khamgaon, Maharashtra. His interests are ELT, teacher development and translation.
11.00 – 11.30
A Faculty Development Programme (FDP) on using corpus in ELT classrooms: an evaluation, Vijayakumar Chintalapalli This paper discusses the findings of a Faculty Development Programme (FDP) on the viability of incorporating corpus-based language teaching (CBLT) materials and methods in teaching English in technical institutions. The data collected with the help of a questionnaire, a checklist, and a researchers’ journal from 30 experienced professors of English are analysed to evaluate the possibility. Implications for the practical application of CBLT with regard to materials, task types and methodology are presented.
Vijayakumar Chintalapalli is an assistant professor of English in VIT University, Vellore. He has a PhD in ELE from the EFL University, Hyderabad. ___________________________________________________________________________________ 10.15 – 10.45
G05
Using assessment criteria to develop argumentative essay writing, Sruti Akula A study using assessment criteria as pedagogic tools to develop argumentative essay writing was conducted with higher secondary school learners. This study observed that assessment criteria can become effective pedagogic tools to foster learner autonomy and enhance learner awareness about the features of the genre. The approach adopted and other ways and contexts in which assessment criteria can be used will be discussed for teachers to experiment in their classrooms. Sruti Akula is doing a PhD in English Language Education at The English and Foreign Languages University, Hyderabad. Her areas of interest are academic reading, teaching and writing.
11.00 – 11.30
Observation and reflection: study in the engineering context, Venkateswara Udayakumar This study investigates the importance of collaborative action research in teaching English at the tertiary level in engineering colleges. The study focuses on language teachers and their role in observing, reflecting and tackling the problems of the learners in the language classrooms. The present study was conducted at Kanyakumari District, Tamil Nadu, India. Nine faculty members from three different engineering colleges
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Day 3: Sunday 1 March Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued participated in the study. The need for advancement in teaching practices is discussed before the conduct of the research and the fruitful outcomes are outlined in detail.
Venkateswara Udayakumar is a research scholar, working as Associate Professor in the Department of English, St Joseph’s College, Chennai. ___________________________________________________________________________________ 10.15 – 10.45
101
Transforming classroom practices with the aid of audio-visual teacher professional development materials, Shahanaj Parvin Classroom pedagogy explained only through definitions and discussions are not enough to equip underprivileged rural teachers with skills to apply in everyday teaching. Instead audio-visual materials can help them internalize and practise the techniques more efficiently. English In Action (EIA), a language development project in Bangladesh, has initiated a programme using a combination of audio-visual and print-based materials with the aim to make classroom teaching more contextual and interesting compared to traditional practices. Shahanaj Parvin, Senior Core Trainer in English In Action, is working in the field of teacher education in Bangladesh.
11.00 – 11.30
The potential of dialogic interaction as a tool for mediating learning during pre-service teacher education, Mike Chick This paper examines how an emphasis on dialogic interaction and exploratory talk during post-teaching meetings can be beneficial to preservice Second Language Teacher Education (SLTE). The ways in which such an approach promotes long-term reflective practice and how inquirybased talk raises awareness of the complexity involved in developing pedagogic expertise will be discussed. In addition, research findings relating the importance to effective dialogic teaching of a linguistic and methodological knowledge base will be presented.
Mike Chick is the award leader for the BA TESOL (Minor) Degree at the University of South Wales. ___________________________________________________________________________________ 10.15 – 10.45
102
Gauging learner-centredness of a language teacher-educator in India: experiences from a DIET (District Institute of Education and Training), Sumita Sarkar and Sarita Pandey To learn actively in school, language, as the medium of instruction, has to be learner-centred for primary school entrants. This presentation looks at a case study of how a teacher-educator introduced language issues to her class of student-teachers in a DIET. This ethnographically led research collected data from classroom observations and semi-structured interviews and analysed it thematically. What emerged in a lively classroom discussion were challenges to the current three language formulae, and many alternative suggestions.
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Day 3: Sunday 1 March Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued Sumita Sarkar is a PhD student at Centre for Research in Education and Education Technology, Open University, UK. Her research interests are teacher education, constructivism, education quality and OERs. Sarita Pandey has been a lecturer at DIET, Lucknow for the last 17 years. She teaches Hindi, English, Sanskrit, Geography and Pedagogy.
11.00 – 11.30
102
Academic reading and writing in English: the theory and practice, Partha Sarathi Misra This paper focuses on the importance of teaching academic reading and writing in English for ensuring the quality of the professional growth of English teachers who often struggle hard to engage themselves with academic texts written in English. It also presents an analysis and a summary of the academic reading and writing experiences of a group of postgraduate students of Education of an Indian university who attended a course on academic reading and writing.
Partha Sarathi Misra is a faculty member of Azim Premji University, Bangalore. He teaches ‘Academic Reading and Writing’ and ‘Curriculum Material Development in English.’ ___________________________________________________________________________________ 10.15 – 10.45
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The usefulness of workshops in improving classroom teaching: a study of in-service English teachers, Vivek Agrawal The paper focuses on the usefulness of workshops in improving classroom teaching organized on campus or off campus for language. To find out the usefulness of these workshops, ten in-service ESL teachers were given a questionnaire. The utility of workshops will be studied through the analysis of questionnaire responses and classroom observations. The improvement in their classroom teaching will be observed by the tools and techniques used in their classrooms learned in workshops. Vivek Agrawal teaches at IPS College of Technology and Management, Gwalior, as an Associate Professor, and specializes in Communication Skills, ELT.
11.00 – 11.30
Interface between training and classroom practices: a study of British Council training on writing skills, Hitesh C. Bhakat This paper discusses the efficacy of British Council training on developing learner language skills in English. The paper is based on a research study conducted to assess the effectiveness of training on writing skills. The paper investigates the impact of training on learner learning outcomes and assesses teachers’ awareness in understanding transactional skills in classroom practices to maximize the training benefit and to improve the quality of English education.
Hitesh Chandra Bhakat, Lecturer at the Regional Institute of English, South India, Bangalore, handles professional development, produces materials and undertakes research studies. ___________________________________________________________________________________
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Day 3: Sunday 1 March Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued
10.15 – 10.45
104
A study on investigating the perception of task-based language teaching among ESL teachers, Malathy Bakeerathan Task-based Language Teaching (TBLT), one of the most influential branches coming out of Communicative Language Teaching, drives the learners to be engaged in meaningful acquisition of language. This paper aims at investigating the awareness and attitudes of teacher trainees towards implementing TBLT in their ESL classrooms. The forty teacher trainees involved in the study were following in-service training in a particular Teachers’ Training College in Sri Lanka. Malathy Bakeerathan is a lecturer at English Language Teaching Centre, University of Jaffna, Sri Lanka. Her research interests include TBLT.
11.00 – 11.30
Teacher education for all: analysing inclusivity in large-scale English language teacher education programmes in Bihar, Samathmika Balaji and Mrinalini Sen This paper aims to present an analysis of how inclusivity is placed in the current state policy for English language teacher education in Bihar. By examining available documentation of teacher education initiatives by Bihar state government via nodal educational agencies, the paper seeks to identify successful and unsuccessful attempts to ensure inclusivity, by presenting an assessment of its practical implementation in policy and practice and creating models for better policy management in teacher education. Samathmika Balaji is a Senior Teacher Trainer East India, British Council, Kolkata, and specializes in materials development for English language teacher education and teacher education projects management.
Mrinalini Sen is Co-ordinator English Partnerships East India, British Council, Kolkata and specializes in teaching young learners and teacher education for primary and secondary school teachers. ___________________________________________________________________________________ 10.15 – 11.15
105
'Set the word itself against the word'. How Shakespeare uses vocabulary to unlock meaning and creative thought, John Gardyne Shakespeare worked at a time when modern English was in its formative stage. This interactive workshop explores how Shakespeare uses the basic building blocks of grammar, structure and vocabulary to explore meaning and nuance in spoken English in a way that can be accessed by students at all levels of competency and how teachers can share these concepts with their students.
John Gardyne is Head of Drama and Performance at Trinity College London. He has spoken internationally at numerous events worldwide about the synergies between drama and language learning, including TEC13 and TEC14. ___________________________________________________________________________________
67
Day 3: Sunday 1 March Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued
10.15 – 10.45
106
Teacher educators’ attitudes and level of CALL use for EFL instruction: a Yemen survey, Mohialdeen Alotumi This paper examines teacher educators’ level of CALL use and the effect of their attitudes on the level of CALL utilisation. The findings suggest that teacher educators had a limited level of CALL use for EFL instruction and they maintained positive attitudes towards the use of CALL. A correlation analysis revealed a significant positive correlation between teacher educators’ level of CALL use and their attitudes towards CALL. Greater considerations are recommended for CALL utilisation. Mohialdeen Alotumi is a PhD scholar at the English and Foreign Languages University, Hyderabad. His Masters was in TESOL from Murray State University, KY, USA.
11.00 – 11.30
A proposed vision for developing the teaching process in English departments of Yemeni universities, Marwan Saeed Saif Moqbel This paper sheds light on the teaching competencies required from a university teacher and the importance of possessing them. It focuses on the reasons behind the low quality of teaching in English departments of Yemeni universities, offering a vision for improving the teaching process in these departments. The paper may motivate Yemeni universities to rethink about the terms of appointing new faculty members of English departments and to start training the old ones in teaching.
Marwan Saeed Saif Moqbel teaches at Ibb University in Yemen. He has 12 years’ experience in ELT and has co-authored four research papers. ___________________________________________________________________________________ 10.15 – 10.45
201
Value of workplace learning in teacher education: reflecting on an inservice training programme, Anisa Al Maskari This presentation explores the workplace-learning tasks required in an inservice teacher training programme, the Centre Associates Programme, in Oman. It presents the nature of these tasks, rationale and the requirements of fulfilling them. It also sheds light on how effective those tasks are in enhancing classroom teaching performance from the point of view of both participants and trainers. Implications for improving the effectiveness of workplace learning tasks will be explored
Anisa Al Maskari is an in-service teacher trainer working for the MoE, Oman. She holds an MA in TESOL (Teacher Education) from the University of Leeds, UK. ___________________________________________________________________________________ 10.15 – 11.15
203
Teaching young learners: why one size doesn't fit all, Anagha Mukund (British Council workshop) This interactive workshop aims to: a) raise awareness of different learner styles and b) equip teachers and teacher educators with teaching techniques and strategies required to plan interactive lessons which cater to different learning styles in a Young Learner context.
68
Day 3: Sunday 1 March Time
Venue
Activity
10.15 – 11.30
Various
PARALLEL SESSION 1 continued This session will be suitable for teachers of young learners, as well as teacher trainers. Participants will practise a variety of games and activities designed to engage and motivate different types of young learners.
Anagha Mukund has been working as a teacher since 2007. She is a teacher trainer and Academic Manager at the British Council English Language Centre in Chennai. ___________________________________________________________________________________ 11.30 – 12.00 Networking and coffee/tea break ___________________________________________________________________________________ ___________________________________________________________________________________ 12.00 – 13.00 Various PARALLEL SESSION 2 ___________________________________________________________________________________ 12.00 – 13.00
Main Hall
Reviewing and improving quality in large-scale teacher education and development programmes, Sara Pierson and Duncan Wilson The British Council has developed and implemented large-scale teacher education and development programmes for English teachers in diverse contexts globally. In 2014, we devised a comprehensive new approach to reviewing the quality of these programmes. Importantly, this new approach aims to facilitate the sharing of knowledge and best practice between teams based in different locations. This session will provide an overview of this Programme Quality Assurance Framework (PQAF), and discuss the lessons learnt from piloting the framework in a variety of contexts. Sara Pierson is Head of English for Education Systems with the British Council in London and responsible for its English teacher development programmes globally.
Duncan Wilson is Regional Director of English for Education Systems (EES), and coordinates the British Council‘s English public-sector work across 11 countries in East Asia. ___________________________________________________________________________________ 12.00 – 13.00
G01/02
Enabling customized teacher education to maximize its effectiveness, Balasubrahmanian S. As the teacher is one of the prime enablers of learning, this presentation will analyse teacher education broadly from a needs and possible solutions perspective, through using the EZ Vidya Teacher Empowerment Framework™. This framework outlines the broad contours of teacher education to enable us to look at various 'kinds' of teachers, the implications and possible focus of training programmes being designed to suit specific needs. The possible implications of the framework are designing targeted teacher education programmes in the field that are likely to be more effective.
Balasubrahmanian S., Head - Educational Partnerships, EZ Vidya, leads the consulting arm of EZ Vidya, an education research and innovation organization working with more than 1,000 schools across India and abroad. ___________________________________________________________________________________ 69
Day 3: Sunday 1 March Time
Venue
Activity
12.00 – 13.00
Various
PARALLEL SESSION 2 continued
12.00 – 13.00
G03
Reflection as a tool for sustaining and assessing self-directed Continuing Professional Development, Padmini Shankar Kankata This paper explores the role of reflection in individual-initiated, selfdirected CPD. The content and the outcome of reflection of ten in-service university teachers are examined with a view to a) identifying factors that trigger reflection, and b) mapping areas of growth subsequent to reflection, as assessed by teachers. Findings show that teachers’ urge to develop themselves not only emerged from but was also closely aligned to student learning, leading to instances of enhanced student achievement.
K. Padmini Shankar teaches at the English and Foreign Languages University, Hyderabad, India. Her research interests include teacher development, teaching young learners and psychology for language teaching. ___________________________________________________________________________________ 12.00 – 13.00
G04
Where there’s a will ...: facilitating effective blended learning for Malaysian English language teachers, Lucy Lamazares and Kathy Howard How can you implement blended learning in regions with poor communication infrastructure? Two coordinators from the British Council’s Professional Upskilling Project for English language teachers will illustrate how they successfully facilitate combined face-to-face and online teacher training to 14,000 Malaysian schoolteachers. They will discuss how reluctant teachers, with little or no ICT training, overcome barriers to elearning. Due to close collaboration between online and face-to-face trainers, participants are embracing blended learning as learners and teachers.
Lucy Lamazares and Kathy Howard work for the British Council, Malaysia as Project Coordinators in Borneo. ___________________________________________________________________________________ 12.00 – 13.00
G05
Continuing Professional Development: tips and techniques to deliver teacher training workshops, Kamini Taneja Continuing Professional Development (CPD) presents opportunities to deal with new challenges and improve performance. This workshop illustrates a range of factors that need to be present to make CPD sessions effective. Furthermore, it critically analyses how CPD impact can be monitored and evaluated. If you are a trainer or an educator, then this session is for you.
Kamini Taneja is a Senior Training Consultant at the British Council specialising in corporate training. She has extensive experience in training teachers and corporate clients. ___________________________________________________________________________________ 12.00 – 13.00
101
How to write papers for publication, George Pickering Many language teacher educators would like to be published in an ELT publication but don’t know how to go about it. This practical workshop will
70
Day 3: Sunday 1 March Time
Venue
Activity
12.00 – 13.00
Various
PARALLEL SESSION 2 continued
help you to take your research and turn it into a paper. The session will focus on how to produce a paper that might be accepted for the TEC15 publication, but will also be of use to those who want to publish elsewhere. Particular attention will be given to structure, reporting findings and referencing. ___________________________________________________________________________________ 12.00 – 13.00
102
Tracking development of teachers’ language assessment literacy online: a case study, Santosh Mahapatra This paper attempts to track the development of teachers’ language assessment literacy (LAL) as they participate in a needs-based online professional development course on language assessment. A record of teachers’ progress throughout the course was kept using various Web 2.0 tools. The presentation will present a report of an experiment with capturing professional development online, an evaluation of the effectiveness of the process and a framework for future use.
Santosh Mahapatra is a student of language assessment and an English language teacher at BITS Pilani, Hyderabad Campus, India. ___________________________________________________________________________________ 12.00 – 13.00
103
Don't talk to me about teaching! …well…unless you're also talking about learning, Rhona Brown This presentation will look at ways of embedding a focus on student learning outcomes into teacher education programmes. English Teachers in Action (ETIA), an in-service programme which focuses on developing Sri Lankan students' listening and speaking skills, will be used to illustrate the processes and the challenges of planning, monitoring and measuring the impact of a small teacher education project.
Rhona Brown is a training consultant with the British Council, Sri Lanka. She works on primary and secondary English teacher education programmes. ___________________________________________________________________________________ 12.00 – 13.00
104
Ensuring quality standards in teacher education through the new Professional Award in Teacher Training, Simon Etherton The British Council has developed a new award, The Professional Award in Teacher Training, designed for teachers who want to make the transition from teaching into training or for experienced teacher trainers who want to refresh and test their skills. The qualification aims to provide status for and recognition of teacher training expertise. The award specifies learning outcomes and related assessment criteria for measuring candidates' skills, knowledge and understanding relating to the professional standards required to provide skilful, motivating and effective teacher training.
Simon Etherton works for the British Council supporting State Partnership teacher education programmes in South India. His areas of specialism include initial literacy, practitioner research and teacher knowledge. ___________________________________________________________________________________ 71
Day 3: Sunday 1 March Time
Venue
Activity
12.00 – 13.00
105
Enhancing the awareness of teachers to evaluating writing through small-scale research, Shehla Khan The presentation focuses on the need for teachers to engage in smallscale research to make themselves aware of the function of criteria in evaluating writing to enhance the quality of their judgements about learners’ level of writing. The presentation demonstrates how this understanding of criteria can make huge differences in the way a teacher may interpret an analytical score on a piece of writing and give formative feedback.
Shehla Khan is currently a researcher at the EFL University, Hyderabad. She has taught English for seven years before taking up research. Her areas of interest include evaluation, writing and teacher education. ___________________________________________________________________________________ 12.00 – 13.00
106
Are you being watched? Observation as a learning tool, Kim Beadle Observation has traditionally taken an evaluative role in the EFL classroom with teachers often feeling scared or intimidated by the process. This presentation looks at observation as a learning tool, used to inform rather than judge. It will consider benefits and means of using observation for professional development and offer some practical methods that can be used to encourage teachers to welcome it rather than fear it.
Kim Beadle is an Academic Coordinator in British Council Mexico. Her main interests are teacher training and product development. ___________________________________________________________________________________ 12.00 – 13.00
201
Learner-centred activities, Neil Sarkar (British Council workshop) In this workshop participants will explore and reflect on learner-centred activities through practical examples and discussion. Issues addressed include the following: What is the rationale? How can we define a classroom activity as learner-centred? Are some activities that we think are learner-centred actually teacher-centred in disguise?
Neil Sarkar has worked as a teacher and manager in ELT and further education. He is the Deputy Teaching Centre Manager, British Council, South India. ___________________________________________________________________________________ 13.00 – 14.00 Networking and lunch break ___________________________________________________________________________________ ___________________________________________________________________________________ 14.00 – 14.30 Various PARALLEL SESSION 3 ___________________________________________________________________________________ 14.00 – 14.30
Main Hall
Curriculum change and innovation: insiders' perspectives, Ravinarayan Chakrakodi In this talk, the impact of the new curriculum introduced for Diploma in Education (D Ed) and the factors that have contributed to the successful implementation of the curriculum will be analysed. The English component of the curriculum, with the focus on developing the language proficiency of student-teachers in the first year and equipping them with the pedagogical skills necessary for teaching English in the second year, is beneficial to the majority of student-teachers.
72
Day 3: Sunday 1 March Time
Venue
Activity
14.00 – 14.30
Various
PARALLEL SESSION 3 continued
Ravinarayan Chakrakodi has an MA TESOL with distinction from Lancaster University, UK, and works at the Regional Institute of English, Bangalore. ___________________________________________________________________________________ 14.00 – 14.30
G01/02
Integrating English with content learning in wet weather conditions in India, Mike Scholey A second/foreign language has long been regarded as just another subject in the curriculum, whereas it is really more of a social and occupational/professional communication skill for all curriculum subjects. This presentation – relevant to teachers, teacher-educators and policymakers – will argue why, and illustrate how, more effective language learning could be integrated into the primary school English curriculum – in a non-EMI environment – in order to better develop students’ proficiency in English.
Mike Scholey has 45 years' experience as a practitioner, trainer and consultant in ELT, and has worked in over 20 countries. ___________________________________________________________________________________ 14.00 – 14.30
G03
Teachers’ knowledge of English word structure: the missing foundation, Shruti Sircar Reading research supports the necessity for teaching about English word structure to beginning readers. In the paper, primary teachers of reading examined for this prerequisite awareness of language elements (e.g., phonemes, morphemes) and of how these elements are represented in writing. The paper illustrates common gaps in teachers' knowledge and explains why they exist. It argues for a lower level language mastery to be made essential for a teacher education programme.
Shruti Sircar is an Associate Professor, Department of Linguistics and Contemporary English at the English and Foreign Languages University, Hyderabad. ___________________________________________________________________________________ 14.00 – 14.30
G04
Affinity in curriculum for distance English language teacher education programmes in India, Pranjana Kalita Nath This presentation will first analyse the curricula of three distance postgraduate programmes of English language teacher education in India to show the common priorities in such programmes. It will then discuss the possible pedagogical implications of the similarities and differences of the contents of the curricula. There will be deliberations on why and how the affinity among the curricula is important. Besides having academic implications, the deliberations will hopefully have policy implications as well.
Pranjana Kalita Nath is a PhD Research Student (UGC-SRF) in the Department of English Language Teaching, Gauhati University, Assam, India. ___________________________________________________________________________________
73
Day 3: Sunday 1 March Time
Venue
Activity
14.00 – 14.30
Various
PARALLEL SESSION 3 continued
14.00 – 14.30
G05
Trinity College Certificate Teaching English to Speakers of Other Languages (Kerala): candidates’ qualifications and results, Helen Macilwaine The experience of developing the Certificate in Teaching English to Speakers of Other Languages as part of the Oxford TEFL group and validated by Trinity College London will be presented. This will be followed by an analysis of the course participants comparing their academic qualifications with their performance on the course. The implications for teaching English communicatively in India will be considered.
Helen Macilwaine is Academic Manager, International Cochin International Language Academy Oxford TEFL, Kerala, and Course Director of Trinity College Cert TESOL. ___________________________________________________________________________________ 14.00 – 14.30
101
Developing pronunciation, Rustom Mody (British Council workshop) In this workshop, participants will experience some fun activities for developing pronunciation, reflect on their benefits and suitability for training their own learners and/or teachers, discuss how/when to set them up, and how best to encourage teachers to use them in their classes. This workshop is suitable for teachers and teacher trainers wishing to include a practical focus on pronunciation in their teaching/training.
Rustom Mody is the Senior Training Consultant for the British Council, North India. He has worked with the English Partnerships team on a range of teacher development projects since 2009. ___________________________________________________________________________________ 14.00 – 14.30
102
Collaborative action research: an effective tool to research, reflect and renew teaching practices, E. Krishna Chaitanya This paper reports the advantages that teachers experienced after conducting collaborative action research (CAR). Thirty in-service ESL teachers teaching professional courses in Hyderabad were given training on CAR with an aim to explore a few problems in their teaching practices and to find appropriate solutions. Research tools like questionnaires and classroom observation were used to elicit data. Profound implications are found in terms of enhancing teachers’ classroom research skills, reflective thinking and innovative teaching practices.
E. Krishna Chaitanya is Faculty of English, MGIT, Hyderabad. He is MA, M Phil., PGDTE, submitted PhD. His research interests are ELT and ESP. ___________________________________________________________________________________ 14.00 – 14.30
103
Implementing the change from summative to continuous assessment, Lisa Walsh Summative assessment is often criticised for having a negative effect on teaching. Yet, it dominates most educational contexts. This presentation highlights the issues involved in changing from a ‘testing’ culture to a continuous assessment system. Based on the English Language Teacher Development Project (ELTDP) in Malaysian Borneo, the presentation
74
Day 3: Sunday 1 March Time
Venue
Activity
14.00 – 14.30
Various
PARALLEL SESSION 3 continued focuses on how to educate stakeholders about the theoretical and practical implications of this change and the positive and negative impact of assessment on teaching.
Lisa Walsh has been an English Language Teacher Development Mentor with the British Council in Malaysian Borneo since 2011 working with local primary school teachers. ___________________________________________________________________________________ 14.00 – 14.30
104
The potential of online in-service teacher training: an Omani perspective, Sarah Rich and Salima Al-Sinani In this talk we reflect on the introduction of a British Council teacher training programme selected by the Ministry of Education in Oman to complement existing face-to-face teacher training provision for experienced state school teachers of English. Drawing upon evaluation data we describe the benefits and challenges of online training provision identified and consider the implications of this for the effective delivery of future online training in Oman and elsewhere. Sarah Rich works as a training advisor for the Ministry of Education in the Sultanate of Oman.
Salima Al-Sinani is a teacher trainer with the Ministry of Education in the Sultanate of Oman. ___________________________________________________________________________________ 14.00 – 14.30
105
The stories of success: a study of strategies adopted by high achievers, Anand Mahanand This paper reports a study conducted with underprivileged learners of high schools in Nuapada district of Odisha. It aims to study the strategies adopted by high achievers among the underprivileged learners. It has been found that high achievers usually adopt certain observable or nonobservable strategies like using schema, memorization, making graphic organizers and so on, consciously or unconsciously. It would be beneficial for other learners if these could be standardized and adopted.
Anand Mahanand is interested in ELT in MLCs and has researched and published in the area. His MPhil and PhD projects look at English in difficult circumstances. ___________________________________________________________________________________ 14.00 – 14.30
106
Diagnosing strategic reading in the English language classroom. A research-based approach to language teacher education, Eva Wilden This presentation will report on a pre-service EFL (English as a foreign language) teacher training programme supporting novice teachers in developing skills to diagnose their learners’ foreign language reading strategies. In the programme EFL teacher students are asked to conduct small-scale empirical studies in the process of which they observe, analyse and evaluate their learners’ strategic readings skills. Data will be presented from various student teacher projects to illustrate how it supports continuous professional development. 75
Day 3: Sunday 1 March Time
Venue
Activity
14.00 – 14.30
Various
PARALLEL SESSION 3 continued Eva Wilden works in the Department of English at the University of Bielefeld, Germany.
14.00 – 14.30
201
Rising from the ashes – tales from an English for employability skills project, Reesha Alvi and Manisha Dak This presentation will discuss the design and delivery of an English for Employability skills project piloted in two districts of Northern India. It focuses on how a well-intentioned project was soon faced with unforeseen challenges. This presentation will share how innovations around teacher recruitment, projects models and CPD initiatives helped deal with the challenges, contribute to the quality of the classroom teaching and learning, and bring the derailed project back on track. Reesha Alvi (Senior Project Manager) and Manisha Dak (Senior Teacher Trainer) work on teacher education projects within the English Partnerships team for the British Council in North India.
14.00 – 14.30
203
Q and A session, Alison Barrett
This is your chance to ask any questions you may have about this morning's plenary talk. ___________________________________________________________________________________ 14.45 – 15.45 Main Hall PLENARY ___________________________________________________________________________________ 14.45 – 15.45
Main Hall
Plenary: Teacher education and quality assurance, Paul Gunashekar The National Curriculum Framework (2005) foregrounded three systemic concerns of teacher education: in current teacher education practices knowledge is treated as ‘given’ and there is no meaningful engagement with the curriculum; the language proficiency of the teacher is deplorably low and the centrality of language in the curriculum is ignored; and teacher education programmes provide little scope for student teachers to reflect on their experiences. Based on this premise, the National Curriculum Framework for Teacher Education (2009) strongly advocates the introduction of a reformed preservice teacher education programme, the deployment of suitable strategies for CPD, the need for research on curriculum implementation, an orientation towards programme evaluation, an emphasis on professional ethics, and the mobilization of resources for teacher preparation. In essence, it argues for the infusion of quality into teacher education programmes in India. As a language teacher educator, my focus will be on exploring ways to broaden the English curriculum in the new pre-service teacher education programmes (proposed to be introduced from 2015) to include the concept of learning as an embodiment of knowledge generation evolving from a process of reflection and the benefits that will accrue in terms of quality assurance. An attempt will be made to examine teacher education curriculum transaction and evaluate the likely impact of renewed
76
Day 3: Sunday 1 March Time
Venue
Activity professional training on student teachers in a multilingual and multicultural context.
Paul Gunashekar has been training teachers of English and developing instructional materials for language teaching for over forty years. He is a Professor in the Department of Materials Development, Testing and Evaluation, and Dean, Publications at the English and Foreign Languages University, Hyderabad. He edits the EFLU research journal Languaging, and is the Indian English consultant to the Oxford Advanced Learner’s Dictionary. ___________________________________________________________________________________ 15.45 – 16.15 Main Hall Valedictory ___________________________________________________________________________________
77
NOTES
78
#TEC15
Index of presenters Title
First Name
Family Name
Dr
Amol
Padwad
amolpadwad@gmail.com
Ms
Anagha
Padwad
anaghapadwad@gmail.com
Dr
Anand
Mahanand
amahanand991@gmail.com
Ms
Anisa
Al Maskari
buraimi_rtta@hotmail.com
Mrs
Annette
Zammit
annette.zammit@britishcouncil.org.my
Ms
Annie Besant
Tresa Rani
annie.besant@britishcouncil.org
Mr
Arindam
Sengupta
mailarinsg@gmail.com
Dr
Baishali
Bhaumik Mitra
dr.baishali@gmail.com;baishali_bm@vnrvjiet.in
Mr
Balasubrahmanian S
Mrs
Burcu
Tezcan-Unal
z9685@zu.ac.ae
Dr
Chandrasekharan
Praveen
cpteach@rediffmail.com
Mr
Christopher
Thorn
chris.thorn@britishcouncil.org.my
Dr
Christopher
Tribble
ctribble@clara.co.uk
Dr
David
Hayes
davidhayes54@gmail.com
Ms
Debbie
Candy
debbie@esolsolutions.com
Mrs
Deepali
Dharmaraj
Deepali.Dharmaraj@britishcouncil.org
Mr
Digambar
Ghodke
dmghodke@gmail.com
Dr
Doss
Munusamy
dcedoss@yahoo.co.in
Mr
Duncan
Wilson
Duncan.Wilson@britishcouncil.or.th
Mr
E. Krishna
Chaitanya
ekcr.81@gmail.com
Dr
Elaine
Higgleton
Elaine.Higgleton@harpercollins.co.uk
Prof
Elka
Todeva
etodeva@hotmail.com
Prof Dr Eva
Wilden
eva.wilden@uni-bielefeld.de
Mr
Gabriel
Diaz Maggioli
diazmagg@newschool.edu
Dr
Geetha
Durairajan
gdurairajan@gmail.com
Ms
Gwendydd
Caudwell
Gwendydd.Caudwell@britishcouncil.org
Mr
Harisimran
Sandhu
harisss2@rediffmail.com
Dr
Helen
Macilwaine
info@cilakerala.com
Ms
Hemalini
Guttery
hemjaw@yahoo.com
Mr
Hitesh C.
Bhakat
hitesh_elti@yahoo.co.in
Ms
Huma
Riaz
hhriaz@hotmail.com
Mr
Jamie
Keddie
jamiekeddie@hotmail.com; jamiekeddie10@gmail.com
Dr
Jayagowri
Shivakumar
jshiva_kumar@hotmail.com
Prof Dr Jeanine
Treffers-Daller
j.c.treffers-daller@reading.ac.uk
Mr
Jim
Scrivener
jimscrivener@gmail.com
Mrs
Joanne
Newton
joanne.newton@britishcouncil.org.za
Mr
John
Shackleton
John.Shackleton@britishcouncil.org
Mr
John
Simpson
john.simpson@britishcouncil.org
Prof
Kalyan
Chattopadhyay
profkalyan@gmail.com
bala@ezvidya.com
79
Index of presenters Title
First Name
Family Name
Ms
Kamini
Taneja
kamini.taneja@britishcouncil.org
Ms
Kannampurath
Lakshmi
lakshmikannampurath@gmail.com
Mrs
Karunathevy
Sivaji
karunasivaji@yahoo.co.uk
Mrs
Katherine
Bilsborough
kathbilsborough@yahoo.co.uk
Ms
Kerry
Carruthers
Kerry.carruthers@britishcouncil.org.my
Ms
Kim
Beadle
kim.beadle@britishcouncil.org.mx
Dr
Kirti
Kapur
kkapur07@yahoo.com
Mr
Krishna K
Dixit
kksince1972@gmail.com
Ms
Kuheli
Mukherjee
kuheli.mukherjee@gmail.com
Dr
Lesley
Dick
lesley.dick@britishcouncil.org
Dr
Lina
Adinolfi
lina.adinolfi@open.ac.uk
Dr
Lina
Mukhopadhyay
linamukhopadhyay@gmail.com
Ms
Lisa
Walsh
Lisa.Walsh@britishcouncil.org.my
Ms
Lopamudra
Kashyap
Lahkar kashyap.lopamudra@yahoo.com
Ms
Lucy
Lamazares
LucyAnna.Lamazares@britishcouncil.org.my
Mrs
Mala
Palani
mala.palani@tges.org;malapalani10@gmail.com
Mrs
Malathy
Bakeerathan
malabakee@yahoo.com
Ms
Manisha
Dak
manisha.dak@britishcouncil.org
Mr
Marwan
Saeed Saif Moqbel
marwan_s1977@yahoo.com
Ms
Maya
Menon
mayamenon@teacherfoundation.org
Mr
Md. Ashraf
Siddique
farhan.azim@eiabd.com; ashraf.siddique@eiabd.com
Dr
Meera
Srinivas
meerasrinivase@gmail.com
Ms
Melike
Bulut
edmbu@leeds.ac.uk
Mr
Mike
Chick
mike.chick@southwales.ac.uk
Mr
Mike
Scholey
mike.scholey1@gmail.com;
Ms
Mina
Patel
Mina.Patel@britishcouncil.org.my
Mr
Mohamed
Tahar Asses
mohamedtahar.asses@yahoo.com
Mr
Mohialdeen
Alotumi
mohialdeen@gmail.com
Mr
Mostofa
Mohiuddin
andrew.jones2@bd.britishcouncil.org
Dr
Neelaveni
Kothagattu
neelaveni_k@vnrvjiet.in
Dr
Padmini
Shankar Kankata
padmini.ciefl@gmail.com
Dr
Partha
Sarathi Misra
partha.misra@azimpremjifoundation.org
Prof
Paul
Gunasekhar
paul.gunashekar@gmail.com
Mr
Philip
Abbot
Phil.Abbot@britishcouncil.org.my
Mr
Prakash CLN
Mrs
Pranjana
Kalita Nath
pranjanakn@gmail.com
Mr
Prithviraj
Thakur
prithvithakur1@rediffmail.com
Prof
Pushpanagini
Sripada
pushpanagini@gmail.com
Ms
Radhika
Gholkar
radhika.gholkar@britishcouncil.org
80
prakash@cambridgeenglish.in
Index of presenters Title
First Name
Family Name
Dr
Rajinder
Ahluwalia
r_s_walia@hotmail.com
Prof
Rama
Mathew
ramamathew@yahoo.co.in
Mr
Ravinarayan
Chakrakodi
ravirie@gmail.com
Dr
Renu
Singh
bala@ezvidya.com
Ms
Reesha
Alvi
reesha.alvi@britishcouncil.org
Ms
Rhona
Brown
rhona.brown@britishcouncil.org
Ms
Rittika
Chandra
P rittika.chandaparruck@britishcouncil.org
Mr
Rod
Bolitho
rod@nile-elt.com
Prof Dr Rosemary
Orlando
r.orlando@snhu.edu
Ms
Rukmini
Banerji
rukmini.banerji@pratham.org; rukmini.banerji@gmail.com
Ms
Rukmini
Bhaya Nair
rukmini.nair@gmail.com
Ms
Samathmika
Balaji
Samathmika.balaji@britishcouncil.org
Mr
Santosh
Mahapatra
santosh@hyderabad.bits-pilani.ac.in
Ms
Sara
Pierson
sara.pierson@britishcouncil.org
Dr
Sarah
Rich
sarah.rich@moe.om
Mr
Sayed
Najeem
sayed.najeem@britishcouncil.org
Ms
Shahanaj
Parvin
shahanaj.parvin@eiabd.com
Ms
Shehla
Khan
shehla.eu@gmail.com
Dr
Sherin
Shervani
shervani.sherin75@gmail.com
Dr
Shree
Deepa
deepaeltc@gmail.com
Dr
Shruti
Sircar
shrutisircar@gmail.com
Mr
Simon
Etherton
Simon.Etherton@in.britishcouncil.org
Ms
Sobia
Nusrat
sobia.nusrat@britishcouncil.org.pk
Mrs
Srivani L N
Ms
Sruti
Akula
ssshruthisyamala@gmail.com
Mr
Stephen
Carey
Stephen.Carey@britishcouncil.org
Mr
Steven
Baker
steven.baker@britishcouncil.org
Mrs
Sumita
Sarkar
sumita.sarkar@open.ac.uk
Dr
Sunil
Shah
sunilshah76@gmail.com
Dr
Surendrasinh
Gohil
surendragohil@gmail.com
Ms
Susan
Jones
Susan.Jones@trinitycollege.com
Dr
Susmita
Pani
panisusmita@gmail.com
Mr
Tim
Philips
Tim.Phillips@britishcouncil.org
Ms
Usha
Venkat
usvenkat2002@yahoo.com
Ms
Vaishali
Pradhan
jovan.ilic@britishcouncil.org.np
Mr
Venkateswara
Udayakumar
venkatpre@yahoo.com
Dr
Vijayakumar
Chintalapalli
vijayakumar.c@vit.ac.in
Dr
Vivek
Agrawal
vivek8872@gmail.com
Mr
W. G. Donald
Sargeant
donaldsarg45@moe.om
svaniminu@gmail.com
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Plenary speakers Rod Bolitho Rod Bolitho Is the Academic Director of Norwich Institute for Language Education (NILE) and has been active in teacher education and trainer training for over 30 years. He has been consultant to a number of international projects since 1989 and is currently involved in Teacher Education initiatives in Uzbekistan, India and Austria. He has written far too many articles (!) and a number of books, including (with Brian Tomlinson) Discover English, (with Richard Rossner) Currents of Change in ELT, and (recently, with Tony Wright) Trainer Development. I’m currently delving into CPD, change management and issues in classroom observation.
Rukmini Banerji Rukmini Banerji has been with Pratham for 18 years and is a member of the national leadership team. Since 2005, Rukmini has also been involved in the design and implementation of ASER (Annual Status of Education Report) – the largest annual study ever done by Indian citizens to monitor the status of elementary education in the country.
Alison Barrett Alison Barrett, Director English for Education Systems, South Asia, is based at the British Council in New Delhi and responsible for overseeing English language development programmes in partnership with the public sector. Alison has nearly twenty years’ experience working in South Asia. She started her career as a teacher in a government school in a remote part of Nepal in 1991. Since then, she has worked as a teacher, teacher trainer, academic manager and programme manager in Japan, Pakistan, London, South Korea and finally India, where she has worked with the British Council since 1998. Alison has an MA in TESOL from the Institute of Education, University of London and is a certified Cambridge CELTA tutor. Alison was recently awarded an MBE in the New Year Honours list for services to the teaching and learning of English in India.
Paul Gunashekar Prof. Paul Gunashekar has been teaching English, training teachers of English and developing instructional materials for language teaching for over forty years. He is a Professor in the Department of Materials Development, Testing and Evaluation, and Dean, Publications at the English and Foreign Languages University, Hyderabad. He has authored, co-authored and edited over two hundred ELT textbooks, workbooks, supplementary readers and reading cards. He specializes in course design, teacher development and English for Specific Purposes. He edits the EFLU research journal Languaging, and is the Indian English consultant to the Oxford Advanced Learner’s Dictionary.
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Organising committee members Anand Mahanand Anand Mahanand has been on the faculty of the English and Foreign Languages University, Hyderabad for more than fifteen years. Apart from his teaching and research at the university, he develops materials and designs syllabus for learners and teachers of English. He has authored more than fifteen books and developed materials for EFLU, IGNOU and BROU. His major publications include English through Folktales, Real English, English for Academic and Professional Skills, and Study Skills: Learning to Learn. He has translated four collections of stories and published four collections of poems. At present he is the All India Coordinator of District Centre Scheme, an outreach project of EFL University, Hyderabad.
Dr RV Anuradha Dr RV Anuradha teaches in the Department of Education at the EFL University, Hyderabad. She teaches on the B.Ed and M.Ed programmes and offers research guidance to PhD students. Her area of specialization is Teacher Development and ELT. She has authored books and has written several papers for conferences and journals. She is member, Board of Studies, Tamil Nadu Teacher Education University, Tamil Nadu and Anurag Group of Institutions (Autonomous), Hyderabad; member of the Editorial Board and Referee for ‘THE SOCIAL ION’ an International refereed journal with ISSN no: 2319-3581; life member and Secretary for the AP State Chapter of Indian Education Congress; life member of Comparative Education Society of India, and Visiting Team member of NCTE, Bangalore. She is presently doing a research project titled ‘A Study on Proficiency Levels of Teachers and Children in English Language at Elementary Level’ for the Education Department (SSA), Government of Telengana.
Sheba Victor Sheba Victor is an Assistant Professor in the Department of Training and Development at the English and Foreign Languages University, Hyderabad. She has taught English at school and conducted training modules for adults in communication and leadership skills in India, Vietnam, Singapore, the Philippines and the Maldives. Besides teaching she is actively involved in designing and conducting Teacher Training programmes and English Language Proficiency courses for professionals. She is also part of an Evaluation team that develops test materials.
Dr Lina Mukhopadhyay Dr Lina Mukhopadhyay teaches in the Department of Materials Development and Evaluation at EFL University, Hyderabad. Her areas of academic interests are second language acquisition, language assessment, literacy, bi/multilingual education, and academic writing.
Dr Meera Srinivas Dr Meera Srinivas teaches in the Department of Materials Development at the English and Foreign Languages University, Hyderabad, India. Her areas of academic and research interest include Curriculum and Syllabus Design, Materials Development, ESP Course Design, Language through Literature and ESL Writing and Assessment. She is actively involved in designing and teaching teacher training courses and has conducted several training workshops in the country. She was the All India Coordinator of the District Centre Scheme at EFL university from 2009-11. She has authored several schoollevel English teaching books, including coursebooks, workbooks, literature readers, teachers’ books and reading cards, for national agencies. She is a member of the core 83
Organising committee members committee of the TEC series of conferences jointly organized by the EFL University and British Council. She is currently the Chief-Coordinator of the International Training Programmes conducted at EFL_U under the ITEC/SCAAP scheme of the Ministry of External Affairs, Govt.of India.
Prof S Mohanraj Prof S Mohanraj is a senior member of the faculty in the English and Foreign Languages University. At present he is the Dean, School of English Language Education. He has over four decades of teaching experience with specialization in the areas of Materials Development and Teacher Education. He has been honoured with Best Practicing Teacher Award for the year 2010 by TESOL at its convention held in Boston. His areas of interest besides teacher education lie in Education Technology and Professional Development. He has travelled extensively both in India and outside conducting training programmes and attending conferences for presenting papers, delivering keynote addresses and chairing sessions. He has also published more than 150 research papers in national and international journals.
Paul Gunashekar Paul Gunashekar has been teaching English, training teachers of English and developing instructional materials for language teaching for over forty years. He is a Professor in the Department of Materials Development, Testing and Evaluation, and Dean, Publications at the English and Foreign Languages University, Hyderabad. He has authored, co-authored and edited over two hundred ELT textbooks, workbooks, supplementary readers and reading cards. He specializes in course design, teacher development, and English for SpeciďŹ c Purposes. He edits the EFLU research journal Languaging, and is the Indian English consultant to the Oxford Advanced Learner’s Dictionary.
Dr K Venkat Reddy Dr K Venkat Reddy is a faculty in the Department of Training and Development, E.F.LUniversity, Hyderabad. Dr Reddy has over two decades of rich and varied teaching and research experience both in India and abroad. He worked in Afghanistan and Vietnam as English language teacher educator on the education projects sponsored by the Ministry of External Affairs Government of India. He has attended and presented papers in seminars and conferences in addition to conducting numerous training programmes. He has also published research papers in reputed journals and books. Currently Dr Reddy is the all India coordinator of the ELTI Support Scheme.
K Padmini Shankar K Padmini Shankar is an Associate Professor in the Dept. of ESL Studies, School of ELE in the English and Foreign Languages University, Hyderabad , India. She teaches on the M.A. TESL programme and offers research guidance to PhD students. She acts as a resource person on the teacher training programmes at the University and elsewhere. She has published and edited coursebooks for grades 3 to 8. She has presented papers at national and international conferences in Taiwan, New Zealand, Thailand, Malaysia, Singapore, etc. Her research interests include: classroom-based research, teacher development, psychology for language learning, and teaching and assessing young learners.
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Organising committee members Chris Brandwood Chris Brandwood is Director English for the British Council’s South Asia region and is based in the New Delhi office. Chris has held teaching and management positions with the British Council in Naples, Rome, Sofia, Bilbao and Barcelona, before joining the South Asia team in August 2010. Chris is a graduate of University College London and holds teaching and management qualifications from Leicester University and Henley Management College.
Michael Connolly Michael Connolly has been Assistant Director English Partnerships for the British Council in India since September 2013. Michael began his career in ELT in 1998 in Japan, working as a language assistant in local high schools. He has since worked in a variety of teaching, teacher training and academic management roles in Spain, Egypt, Morocco, Jordan, the Palestinian Territories and in India since 2011. As Assistant Director English Partnerships India, Michael is responsible for the strategic direction, leadership and management of the English Partnerships project which since 2007 has reached more than 840,000 English teachers in twelve Indian states, working directly with over 8,000 Teacher Educators selected and trained by the British Council. Michael has Cambridge CELTA and DELTA qualifications in English language teaching as well as a BA and an MA from the University of Leeds in the UK.
Debanjan Chakrabarti Dr Debanjan Chakrabarti is Head, English Language Policy Research and Publications for British Council India. He has led on a number of large-scale partnership projects, both nationally and internationally, which include working in Bihar, West Bengal and Assam, some of the largest English programmes in the country. Projects he currently leads include the Survey of ELT Research in India (with EFL University Hyderabad and Warwick University as partners), the Language and Development Conference 2015 and a multilateral research on multilingual education in Indian schools, led by the University of Reading. He has a PhD in English and media studies from the University of Reading, UK, and is the author of several international peer-reviewed publications. He writes occasionally for national and international media on education, culture and sports.
George Pickering George is a coach, trainer and consultant, who has delivered talks and consultancies in over 60 different countries for the British Council and other organisations. He is the academic director of the English UK Diploma in English Language Teaching Management and a tutor on the International Diploma in Language Teaching Management. He is an inspector of language schools for the British Council in the UK (Accreditation UK). George was the co-ordinator of the IATEFL Leadership & Management Special Interest Group for many years and is currently the SIG representative on the IATEFL Board of Directors. He has degrees in Philosophy & Politics and Psychology & Anthropology, a PGCE and a Masters in Second Language Learning & Teaching.
Amy Lightfoot Amy Lightfoot is the English Language Advisor for the British Council’s English Partnerships team, leading on the academic management and quality assurance of our large-scale teacher education projects across India. She has worked in English language teaching and teacher education for over fifteen years. Amy has special interests in monitoring and evaluation and digital learning for teachers and students through online and mobile platforms. She has worked in India for six years and on projects in Bangladesh, Afghanistan, Bhutan, Portugal, Saudi Arabia and the UK. She has the Cambridge DELTA, an MA in English Language Teaching and is currently pursuing an MA in Education and International Development from University College London. 85
Organising committee members Deepa Sundara Rajan Deepa Sundara Rajan works for the British Council as Head English Partnerships South India and is based in Chennai. Deepa has 15 years of experience in working in the Indian social development sector. During this time, she has worked with bilateral programmes, international NGOs and grass roots civil society organisations. She has worked extensively in rural India on issues of poverty and development with a special focus on women and children’s issues. She has in-depth knowledge of social development concerns in the states of Andhra Pradesh, Telangana, Gujarat and Tamil Nadu. Deepa holds a Masters degree in Social Work with a specialisation in community development from the Tata Institute of Social Sciences, Mumbai.
Vernon D’Souza Head Partnerships, English for Education systems (EES), India. Vernon D’Souza is Head Partnerships EES India and leads on partnership, stakeholder engagement and implementation plans. Earlier to this role Vernon led the British Council’s English team in expanding their work in the government sector to include innovative projects with the secondary schools and the Municipal Corporation of Greater Mumbai. Before joining the British Council, Vernon has worked on many government projects in Mumbai, Chhattisgarh North East and Delhi. His experience spans over 10 years working in the development sector on large-scale public and private partnership models, project management, operations management, partnerships and business development, stakeholder management and content development.
Pratik Burman Pratik Burman is the Head Business Development, English Partnerships, India. Pratik has over seven years of industry experience in the Mobile, Education, Pharmaceutical and Retail industry in a variety of general management roles across India. He has a breadth of experience in business development, product management and managing partner relationships. Prior to this, Pratik was leading the mobile education initiative at an eLearning start-up. Pratik is an Engineer in Electronics and Communication and has an MBA in Marketing from IMT, Ghaziabad.
Anu Thampi Anu Thampi is a Senior Project Manager with the English Partnerships team based in Chennai. She has over 10 years of project management experience and was previously the lead manager for the International Climate Champions programme along with managing the Marketing and Communications profile for the British Council in South India. She has worked for the British Council in various capacities since 2004. Anu holds an MBA in Marketing and a Post Graduate degree in Industrial and Personnel Management. She also has a Certificate in Human Capital Investment Planning (ROI Foundation Award) from abdi Ltd, UK.
Ranjini Seshadri Ranjini Seshadri is Project Manager with the Programmes team based in Chennai. She has over eight years of experience in customer/client relationship management and project management. She has worked for British Council India in different capacities since 2010. Her previous employers include Jet Airways, HDFC Bank Ltd and Hanmer & Partners. Ranjini is a science graduate with a postgraduate diploma in International Business.
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Acknowledgements British Council India and the English and Foreign Languages University offer their sincere thanks to everyone who has contributed to the planning and delivery of the conference, including all of the speakers and delegates for their thoughtful input and active participation. We would also like to extend special thanks to the following groups of people:
OUR SPONSORS Co-sponsors British Council Aptis British Council IELTS Cambridge University Press Collins India Exhibitors Oxford University Press Regional English Language OfďŹ ce - U.S. Embassy TESS-India Additional sponsors Brain Feed Education World
PAPER SELECTION COMMITTEE Simon Etherton, Senior Training Consultant, English Partnerships, British Council, India Rustom Mody, Senior Training Consultant, English Partnerships, British Council, India Lina Mukhopadhyay, Assistant Professor in the Department of Testing and Evaluation George Pickering, Academic Lead, Educational Coach, Trainer and Consultant Padmini Shankar, Associate Professor in the Dept. of ESL Studies, EFL-U Meera Srinivas, Associate Professor, Department of Materials Development, EFL-U S Mohanraj, Dean, School of English Language Education, EFL-U
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Acknowledgements ENGLISH AND FOREIGN LANGUAGES UNIVERSITY RV Anuradha, Assistant Professor, Department of Education Paul Gunashekar, Professor, Department of Materials Development, Testing and Evaluation C Jangaiah, Head, Department of Education Anand Mahanand, Assistant Professor, Department of Materials Development, Testing and Evaluation Prof S Mohanraj, Dean, School of English Language Education Lina Mukhopadhyay, Assistant Professor, Department of Materials Development, Testing and Evaluation Venkat Reddy, Associate Professor, Department of Training and Development Padmini Shankar, Associate Professor, Department of ESL Studies Meera Srinivas, Associate Professor, Department of Materials Development, Testing and Evaluation Sheba Victor, Assistant Professor, Department of Training and Development
THE ENGLISH LANGUAGE TEACHERS ASSOCIATION OF INDIA (ELTAI) Sanjay Arora, National President
INTERNATIONAL ASSOCIATION FOR TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE (IATEFL) Carol Read, President
BRITISH COUNCIL Alison Barrett, Director English for Education Systems, South Asia V Bhuvaneswari, Head Programmes, South India Chris Brandwood, Director English, South Asia Pratik Burman, Head Business Development - English Partnerships Debanjan Chakrabarti, Head English Language Policy Research and Publications, India Michael Connolly, Assistant Director, English Partnerships Vernon D'Souza, Head English Partnerships, West India Poonam Karnik, Sponsor Relationship Manager Amy Lightfoot, English Language Advisor, English Partnerships George Pickering, Academic Lead, Educational Coach, Trainer and Consultant Rajeswari Pradeep Kumar, Senior Manager, Marketing and Communications South India Ranjini Seshadri, Project Manager Programmes Team, South India Deepa Sundara Rajan, Head, English Partnerships, South India Anu Thampi, Senior Project Manager, English Partnerships, South India
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