14 july state and status of english
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Transcript of 14 july state and status of english
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Many thanks to ETAI for inviting me
ETAI is an Associate of
IATEFL
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Overview
Highlights from a conference held in Bangalore in 2008 – The Way Forward:Learning from International Experience of TEYL
Lessons to be learnt about implementation of English language teaching
English in India English in China How else is English spreading globally?
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The Way Forward: Learning from international experience of TEYL. Regional Institute of English,
Bangalore, India, 3rd - 6th January 2008 Highlights from conference proceedings (Enever, Moon &
Raman 2009) Optimal start age Class size Curriculum and assessment design Equity of TEYL provision Continuity across school phases Interplay between top down and bottom up procedures
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Summary-’earlier the better’ brigade is winning-teachers in some countries would prefer a later
start (age)-successes in implementation-hastily implemented early start policies may be
ineffective -to ensure quality and sustainability over time, a
planned and phased introduction is important- education reform needs time. Quality cannot be
achieved overnight.
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English in India
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A warning …
David Graddol warns that ‘ … many [in India] complain that English has created one of the biggest social divisions in an already divided society …’
‘ … between those who can speak English and those who cannot …’ (2010)
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Some facts:
• Shortage of teachers who can implement English programmes to children in primary, secondary and colleges (ages 6-18 years)
• Children do not learn English by being taught through English. English medium of instruction does not work without English language being taught.
• Education in and development of the mother tongue is necessary (Graddol 2010)
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Personal insights into English language teaching training in India 2009
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Project groupwork
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Shared presentations
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Buddy reading
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Made and played games
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Made and presented materials
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Made and presented materials
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Acted out dramas
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Class sizes 50-80 students
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Summary
• Teachers, trainers and Principals were all engaged and motivated
• Understanding of why learners needs should be considered in methodology
• Classroom management strategies were identified to overcome large class sizes
• Simple but effective materials were designed to support textbook
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An innovation
ACTIVITY BASED LEARNING
ABL
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LEARNER AUTONOMYLearners working at their own paceEach task type has a logo
All YL start at level 1 together but progress at their own pace through levels
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WHOLE SCHOOL APPROACHEvery subject uses ABL methodology
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DIFFERENTIATIONYL working on different tasks within a level
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METACOGNITIONYL doing some working out on the
blackboard before writing in exercise book
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LEARNER AUTONOMYYL collect task sheets from boxes on the shelves
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Teacher supporting a group of less able YL
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Activity Based Learning ABL – an innovation in action
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Teacher can see progress of individual YL
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Summary
• Innovation being monitored• 70% of provinces using ABL• Needs classrooms to be re-modelled with
shelving, blackboards on 3 walls and no other furniture
• ABL supervisors support teachers by designing and modifying materials
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English in China
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CLT and TBL in China
• Communicative language teaching (CLT)• Task based learning (TBL)
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Approaches considered in China
Approach 1
Native-speakerism (Holliday 2005)
‘ … most influential and dominating ideaology among Chinese school English curriculum designers, teacher trainers, and teachers … ‘ (Gong 2010)
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Problems with approach no. 1 in China
It is not appropriate for Chinese school learners because (Gong 2010):
- It is extremely difficult especially for rural area school learners (60-70% of the population) as …
- Students spend most of the lessons learning content which is not useful for them in their everyday lives and …
- It needs a high language proficiency level for teachers (only 37% of school teachers have formal training at college or university level)
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Approach no. 2 – Subject-oriented approach (SOA)
Integration of school subject content with foreign language teaching objectives.
Other versions have been called:CLIL (content and language integrated learning)EMI (English medium of instruction)CBI (content-based instruction)
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Problems with approach no. 2
- Lack of suitable materials- Lack of qualified teachers- Students expectations- No assessment available(Gong 2010)
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Approach no.3 – multi-goal approach
Theoretical underpinnings:- Humanistic idea of language teaching- Learners perspectives- Curriculum design- Foreign language education goals
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Research survey (Gong 2010)-3 year investigation: 2007-2009-rural,urban, small towns, big cities and village
schools in national poverty counties-semi-structured group interviews and 1:1
interviews-20 interviews in 9 provinces
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Why China needs to make changes
• Rural students said topics/content irrelevant to their life and difficult to understand
• Students in big cities said that there is not enough authentic material
• One size fits all curriculum cannot meet needs of different learners
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Conceptual framework for approach no. 3
- Communication- Cognition- Connection- Cultures- CultivationThis almost matches what Do Coyle says is needed for
CLIL (content and language integrated learning) http://www.teachingenglish.org.uk/transform/teachers/specialist-areas/clil
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How else English is spreading globally?
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Where English is the ‘official’ language
http://en.wikipedia.org/wiki/File:English-as-Official-Language.png
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Where English is spreading!
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Language usage on the Internet
http://www.internetworldstats.com/stats7.htm
You can reach 82.6% of the world’s population with these 10 languages!
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Some facts:- 2 billion people are likely to be learning English in the
next 10 years - Non-native speaker providers of ELT services will
compete with UK providers- Native-speaker norms becoming less relevant as
English becomes ‘component of basic education’ in many countries (Graddol 2006)
- ‘ …China … Asia … Latin America …across Europe … English is seen as a new ‘basic skill’ which all children require in the 21st century …’ (Graddol 2010)
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Conclusion
-Bangalore conference in 2008 identified indicators for successful implementation of English language teaching and learning
-India may have discovered an innovative whole school approach to education with the ABL
-China may be about to make innovative changes to its English language education
-English is spreading globally at ever younger ages
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Copy of ppt: [email protected]
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Thank youWendy ArnoldInvitation to all to join IATEFL YLT SIG discussion group – Just send an empty message to:[email protected]
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References
WEBSITEShttp://en.wikipedia.org/wiki/File:English-as-Official-Language.png – accessed on 6th July, 2010CLIL http://www.teachingenglish.org.uk/transform/teachers/specialist-areas/clil - accessed on 12
July 2010
Enever, J, Moon, J, Raman, U (2009) Young Learner English Language Policy and Implementation:International Perspectives. UK:Garnet Publishing Ltd Graddol, D (2006) English Next. UK:British Council Graddol, D (2010) English Next India. UK:British Council Holliday, A (2006) Native-speakerism in ELTJ Vol 40 Number 4PRESENTATIONS Gong, Y (2010) A third approach to CLT in the Chinese EFL context – presentation at Cutting Edge conference, Canterbury Christ Church University, Canterbury, Kent 2 July 2010