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Time for Change: Developing ELT at Tertiary level in Sudan
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Time for Change: Developing ELT at Tertiary level in Sudan

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Plenary speech at the ELT conference in Sudan/Khartoum University from 1-3 of March 2010

Plenary speech at the ELT conference in Sudan/Khartoum University from 1-3 of March 2010

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    Time for Change: Developing ELT at Tertiary level in Sudan Time for Change: Developing ELT at Tertiary level in Sudan Presentation Transcript

    • Hala Salih Mohammed Nur (Ph.D ) Department of English Language AUR
    • Graph 1: The Need for English
    • Graph 2: Problems Facing Students when Learning English
    •  
    • English has changed to become “Global English” a window to the world. Universities compete in a more global level. Proficiency in English is one factor in that competition. Improving national proficiency in English now forms a key part of the educational strategy in most countries . (Graddol p.72 )
    •  
    • Future Employers complain about the poor level of English language proficiency among the graduates of Sudanese Universities.
    • Comprehensive Peace Treaty March 2005 Chapter 2, article 8 of the CPA stated: 2.8 Language 2.8.1. All indigenous languages are national languages which shall be respected and developed and promoted. 2.8.2. Arabic language is the widely spoken national language in the Sudan. 2.8.3. Arabic, as a major language at the national level, and English shall be the official working languages of the national Government business and languages of instruction for higher education. …… 2.8.5 The use of either language at any level of government or education shall not be discriminated against.
    • Kachru’s Concentric Circles (1985) Taken from: Elsheikh, A. (2010). TESOL Politics: Teaching English as an International Language. Paper Presented at the First TESOL Sudan Seminar, Khartoum, Sudan.
    • Questions ??????????????
      • What are our problems?
      • Why do we graduate students with
      • very poor level of English?
    • level description A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. …………………………( Basic Speaker ) A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). ………………………………..( Basic Speaker ) B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc…………………………..( Independent Speaker ) B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation…..……………………( Independent Speaker ) C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. …………………………………( Proficient Speaker ) C2 Can understand with ease virtually everything heard or read……………………………( Proficient Speaker)
    • Deutsche Welle suggests: A1 is reached with about 75 hours of study. A2 about 150 hours. B1 about 300 hours. B 2 about 400 hours. ???????????????????????? We are offering 90 hours.
    • How many students are in this class? 100 200 300 How many are supposed to be in this class? 50
    • + Bilingual Graduate Our Dream
    • That all the stakeholders become involved in the teaching and learning process, each of whom may have a different view. Learners, their families, teachers, governments, employers, curricula designers, examination providers – all must now possess an interest in English language.
    • + =