What is This Thing Called ELT? – It all depends on how you look at it. Martha C. Pennington.
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Transcript of What is This Thing Called ELT? – It all depends on how you look at it. Martha C. Pennington.
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What is This Thing Called ELT?– It all depends on how you look at it.
Martha C. Pennington
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ENTERPRISE
Broad meaning:
an activity, undertaking, or project
Specific meaning:
a business or company
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FRAMING OF ELT AND THE ELCFrames of ELT/ELC Work
Instruction
Academic Discipline
Profession
Business
Service
ELT/ELC Context Frames
Global
Local
Sociocultural
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INSTRUCTION FRAME
Content orientation
Skill orientation
Specialised “microfields”
Syllabus type
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INSTRUCTION AS TYPE OF SYLLABUS
(Syllabus Type Focus
Formal Forms, system, and rules
Functional Language use in social functions
Task-based Communicative, specific-purposes, metacommunicative tasks
Process Meanings derived and created through negotiated decision-making
[adapted fr. Breen, M. P. (2001). Syllabus design. In R. Carter & D. Nunan (eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (Ch. 2, pp. 151-159). Cambridge University Press. p. 155.]
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CRITICAL PEDAGOGY AS FOCUS FOR PRACTICAL RESEARCH
[T]eachers [like their students] must become border-
crossers and practice a pedagogy that negotiates
competing discourses and cultures…[and] to be
researchers (at least in informal ways) to learn from
their students and constantly rethink their
pedagogical practice. Such undertakings as teacher-
led classroom research and classroom ethnography
play a useful function in developing such a practice.
[Canagarajah A. S. (1999). Resisting linguistic imperialism in
English teaching. Oxford University Press. p. 194.]
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ACADEMIC DISCOURSE FRAME
“Big brother/sister” discipline of ELT: applied linguistics
Disciplinary heritage: linguistics, psychology, education
ELC site to develop disciplinary knowledge
ELT a “second-class” discipline
ELT a potentially powerful discipline via EIL
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ELT: A CYNICAL SUPPLY-AND-DEMAND VIEW
As in the case of other commodities, scarcity or
inaccessibility of information to the average consumer
drives up its value and, by projection, the value of
anyone who possesses it…. Unfortunately, English
language teaching is generally perceived as entirely
transparent and ordinary in the extreme, as a type of
work that nearly any native speaker can perform or claim
to perform.
[Pennington, M. C., (1992). Second class or economy? The status of the English language teaching profession in tertiary education. Prospect, 7(3), 7-19.]
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The English language is …
(1) the primary lingua franca and so the basis for effective communication within and across cultures, and thus critical to education, politics, and international business and exchange;
(2) the primary medium within which much of the specialised knowledge which humans possess is transmitted and comprehended.
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PROFESSION FRAME
Specialised knowledge and skill
Ability to handle problems arising
Peer-developed standards and accreditation
ELC as a site for developing professional expertise
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BUSINESS FRAME
Education run on a business model
“Bottom-line” orientation
ELT as commodified service or product
Huge market for English language instruction
Potential conflicts with other framings of ELT/ELC
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SERVICE FRAME
ELT as language support
ELC as service unit
Teachers and administrators as helpers
ELC provides support for larger unit
Service and business goals often complementary
Potential conflicts with instruction, discipline, profession
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GLOBAL FRAME
Ethnoscape the landscape and movement of people around the world
Technoscape the global configuration and movement of technology
Financescape the disposition of capital around the world
Mediascape the dissemination of information and images by media
Ideoscape the dominant ideologies and counterideologies
[adapted fr. Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. University of Minnesota Press. pp. 51-3]
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Its global orientation gives ELT and the ELC a cutting-edge position in terms of leading in:
• Instruction with diversity of instructors and perspectives from different cultures;
• Outreach to the largest possible audience of students, drawn from the world over;
• Creation of disciplinary knowledge on a broad scale and with broad relevance, incorporating strong intercultural and international components;
• Service to larger educational and community contexts to assist in dealing with students and teachers from other cultures and their outreach to other countries;
• Positioning the ELC and larger academic unit strategically for growing business and economy in a global marketplace.
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LOCAL FRAME
Competing globalism and nationalism
ELC as responsive to local scapes
ELC as responsive to immediate context
Institutional position of ELC
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ELC DISTANT FROM LOCAL CONTEXT
[Language centres] are often both a part of and
apart from the educational contexts in which
they operate…. Even though an [ELC] exists
within the culture of the university at large, the
[ELC] culture contrasts sharply with the
institution of higher education, and as a
university entity it is often misunderstood.
[adapted fr. Henry, A. R. (1997). The decision maker and negotiator. In M. A. Christison and F. Stoller (eds.), A handbook for language program administrators (pp. 77-90). Alta Book Center. p. 77]
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SOCIOCULTURAL FRAME
Characteristics of teachers and students
High proportion of female / L2 teachers
Diverse instructor / student populations and strong female base – assets to counter tradition and evolve critically aware communities of practice
Egalitarian, liberal orientation – not power players or big money makers but humanists and pragmatists
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ORIENTATION OF ELT PRACTICE
Humanistic
•Focus on relationships;
•Focus on satisfaction of needs;
•Idealistic, even altruistic, view of people;
•Facilitative and supportive to students and staff;
•Cooperative, interactive in decision-making and power-sharing.
•Pragmatic
•Bottom-line view of language centre operation;
•Highly achievement-oriented instruction;
•High responsiveness and willingness to change as needed to satisfy customer and market demands and remain viable.
[adapted fr. Pennington, M. C. & Hoekje, B. J. (2010). Language program leadership in a changing world: An ecological model. Emerald/Brill. p. 52]
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Questions on ELC as
Instruction
• Is there sufficient innovation in instruction to keep pace with global trends in the linguascape, ethnoscape, mediascape, technoscape, and ideoscape?
• Is the centre director facilitating adaptation of instructional innovations to the local context and connecting these to the build-up of disciplinary knowledge and academic prestige?
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Questions on ELC as Profession
• What is the centre director’s performance and the record of the program in securing or raising the status of teaching and administrative staff, and in ensuring good employment conditions?
• How are the ELC director and teachers connecting to professional bodies and using them to develop themselves and the centre?
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Questions on ELC as Academic Discipline
• Are the ELC director and teachers maintaining or pursuing productive linkages with academic departments for academic advancement?
• Is the centre director and its teachers fostering quality and high-level achievement in development of the ELC and its academic reputation?
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Questions on ELC as Business
• How well does the ELC function as a business in terms of bringing in revenues and operating on a balanced budget, and how has this functioning been enhanced in program development?
• Is ELC revenue being spent wisely and productively to ensure ongoing development and improvement?
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Questions on ELC as Service
• Is the ELC doing enough to achieve high service and satisfaction, even to exceed expectations?
• Are the ELC director and teachers contributing to the various communities connected to the program, in ways that enhance relationships and local and global connections?
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Questions on ELC Context Frames
• Is attention to local context taking away needed attention to global factors, or vice versa, in program development?
• Is the specific sociocultural context of the centre being considered in terms of its positive or negative effects on instruction or other quality issues?
• What potentials are not being developed and what opportunities are being missed in relation to the centre’s contextual frames?