14 july state and status of english

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The document summarizes highlights from several conferences on teaching English to young learners internationally. It discusses optimal policies for starting English education, challenges in India and China, and innovations in teaching approaches. It also notes how English is spreading globally and becoming a basic skill in many education systems.

Education

State and status of English Wendy Arnold [email_address] ETAI Israel 14 th July, 2010

Many thanks to ETAI for inviting me ,[object Object]

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The Way Forward: Learning from international experience of TEYL. Regional Institute of English, Bangalore, India, 3rd - 6th January 2008 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Personal insights into English language teaching training in India 2009

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WHOLE SCHOOL APPROACH Every subject uses ABL methodology

DIFFERENTIATION YL working on different tasks within a level

METACOGNITION YL doing some working out on the blackboard before writing in exercise book

LEARNER AUTONOMY YL collect task sheets from boxes on the shelves

Teacher supporting a group of less able YL

Activity Based Learning ABL – an innovation in action

Teacher can see progress of individual YL

CLT and TBL in China ,[object Object],[object Object]

Approaches considered in China ,[object Object],[object Object],[object Object]

Problems with approach no. 1 in China ,[object Object],[object Object],[object Object],[object Object]

Approach no. 2 – Subject-oriented approach (SOA) ,[object Object],[object Object],[object Object],[object Object],[object Object]

Problems with approach no. 2 ,[object Object],[object Object],[object Object],[object Object],[object Object]

Approach no.3 – multi-goal approach ,[object Object],[object Object],[object Object],[object Object],[object Object]

Research survey (Gong 2010) ,[object Object],[object Object],[object Object],[object Object]

Why China needs to make changes ,[object Object],[object Object],[object Object]

Conceptual framework for approach no. 3 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Where English is the ‘official’ language http://en.wikipedia.org/wiki/File:English-as-Official-Language.png

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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Conclusion ,[object Object],[object Object],[object Object],[object Object]

Thank you Wendy Arnold Invitation to all to join IATEFL YLT SIG discussion group – Just send an empty message to: [email_address]

References ,[object Object],[object Object],[object Object],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 4 PRESENTATIONS 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

Current Trends and Issues in English Language Education in Asia Yeon Hee Choi∗ Ewha Womans University, Korea Hyo Woong Lee Korea Maritime University, Korea This study has surveyed current trends and issues in English language education in Asia, that is, 16 nations including Hong Kong and Taiwan (total 18 regions). The results of the survey reveal commonalities and diversity across Asian regions in the following aspects: the starting grade, class hours, national curriculum, textbooks, the medium of instruction, the use of computer, university entrance examination, teachers, tertiary English education, and problems and concerns. English language education in each Asian nation/region seems an outcome of diverse factors including political environment, social and individual needs, and resources (e.g., teachers and computer). The findings from the survey raise five key issues to be resolved: the amount of time allotted for English language education; the use of English as the medium of instruction; centralization or decentralization; teachers; and the nation-wide university entrance examination.

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The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.

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Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea. [Abstract] There is this general belief that the introduction of Information Communication Technologies (ICT) into classrooms will foster autonomy among English as a Second language (ESL) and English as a Foreign language (EFL) learners and this has led to its rapid proliferation in English language classrooms in most Asian countries. However, to what extent this claim is true needs to be carefully investigated and the factors leading to its successful adoption which culminates in autonomy among ESL/ EFL learners and factors that resulted in failure in adoption need to be identified and deliberated. There must be an awareness that that the implementation of technology is not a “panacea for all ills” and its presence will not magically lead to a boost in student learning or achievement. Despite the plethora of research undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs to be learned as most studies undertaken tend to explore the short-term effects of ICT on language learning and fail to consider the long term effects. Autonomy cannot be achieved in a short period of time. Hence there is a need to look into the long term effects which many research studies fail to do. According to Holec, (1981) autonomous learning has to do with a person’s ability to take full responsibility of his or her own learning. That includes the ability to decide what, when, how and for how long learning should take place. This involves defining goals and objectives, selecting appropriate materials, techniques and approaches, and finally evaluating outcomes. How can ICT help students acquire such skills and what are the teachers’ roles in the process? This paper will attempt to provide a balance view on the effects of ICT on language learning and the promotion of autonomy through a review of relevant literature and research studies. Finally, it will answer the question posed in the title and in the process offers suggestions on how autonomy can be successful promoted and fostered in an online environment through the use of technology. Possible methods that can possibly contribute to the successful promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated learning strategies; (3) scaffolding in the form of instruction on resources to use and guidelines on appropriate path to choose; (4) regular assessment tasks for students to measure their own progress on an ongoing basis. In addition, online platforms that offer opportunities for sharing of information and undertaking of group activities or projects are also good avenues to develop autonomy. Studies that implement such approaches well as others will be reviewed and discussed.

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14 july state and status of english

1. State and status of English Wendy Arnold [email_address] ETAI Israel 14 th July, 2010

6. English in India

9. Personal insights into English language teaching training in India 2009

10. Project groupwork

11. Shared presentations

12. Buddy reading

13. Made and played games

14. Made and presented materials

15. Made and presented materials

16. Acted out dramas

17. Class sizes 50-80 students

18.

19.

20. LEARNER AUTONOMY Learners working at their own pace Each task type has a logo All YL start at level 1 together but progress at their own pace through levels

21. WHOLE SCHOOL APPROACH Every subject uses ABL methodology

22. DIFFERENTIATION YL working on different tasks within a level

23. METACOGNITION YL doing some working out on the blackboard before writing in exercise book

24. LEARNER AUTONOMY YL collect task sheets from boxes on the shelves

25. Teacher supporting a group of less able YL

26. Activity Based Learning ABL – an innovation in action

27. Teacher can see progress of individual YL

28.

29. English in China

30.

31.

32.

33.

34.

35.

36.

37.

38.

39. How else English is spreading globally?

40. Where English is the ‘official’ language http://en.wikipedia.org/wiki/File:English-as-Official-Language.png

41. Where English is spreading!

42. 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!

43.

44.

45. Copy of ppt: [email_address]

46. Thank you Wendy Arnold Invitation to all to join IATEFL YLT SIG discussion group – Just send an empty message to: [email_address]

47.

14 july state and status of english

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14 july state and status of english