This document contains information about certifying language teacher tutors, including:
1. A lesson plan and time table for a 2-week certification course with sessions on topics like lesson planning, grammar teaching, learning strategies, and classroom management.
2. A matching activity connecting content areas like language awareness, culture, and self-assessment to themes in the time table.
3. Sample lesson plans for listening and grammar activities with initial, developmental, and final activities.
4. A detailed time table outlining the daily schedule and topics to be covered each day of the 2-week course.
1) The document is a teacher work sample from a student teacher detailing a unit taught on short vowel sounds, specifically the short e sound, to a 1st grade class.
2) An assessment given prior to the unit showed most students were below grade level in identifying short vowel sounds. The unit included activities like reading, phonograms, and sentence building to practice the short e sound.
3) A post-assessment showed student understanding of the short e sound improved, with most students achieving satisfactory or higher levels, indicating the unit was successful in helping students meet the learning goals.
This document provides a sample lesson plan template covering two weeks of instruction on teaching English with songs. The plan includes the topic, performance objective, level, group, segment description, didactic resources, materials, and time for each lesson. Week 1 focuses on pronunciation, vocabulary, listening skills, and activities. Week 2 emphasizes reading skills, techniques, and applying patterns and comprehension strategies to short texts. The detailed plan models scaffolding techniques and integrating various skills and media into the English language lessons.
This document provides information about an English 103 Speech Communication course offered at Don Mariano Marcos Memorial State University. The 3-unit blended course aims to develop students' communicative proficiency in listening and public speaking. It will cover topics like the communication process, listening techniques, effective speaking voice, speech delivery, and speech preparation. Assessment includes module assignments, class participation, midterm and final exams. Students must present an icebreaker and informative speech. The schedule outlines 5 modules, learning objectives, activities, and expected outcomes for each session.
This document contains a dossier for a master trainer course on teaching English as a foreign language. It includes 6 tasks that cover topics like language awareness, language and culture, the language learning process, language teaching, planning and evaluation, and self-assessment. It also contains a lesson plan example for a lesson on the present progressive tense. The lesson plan outlines the objectives, procedures, activities, and assessment for a 60 minute lesson. It provides details on warm-up activities, vocabulary presentation, exercises to practice the target grammar point, and a production activity where students write emails describing what they are doing on vacation.
This document outlines a semester plan for an English class with the following details:
The plan includes 4 units taught over 20 class hours each. The objectives are to develop students' English linguistic skills, vocabulary acquisition, and cultural awareness. Some learning objectives mentioned are identifying information in texts, writing short messages, and understanding high frequency words.
The units cover topics like greetings and feelings, Chilean culture, sports, and the environment. Grammar points to be taught include verb tenses like present simple, past simple, and future. Vocabulary will include common words and those related to unit topics.
The teacher aims to foster attitudes of cultural appreciation, respect, and open-mindedness among students.
This document provides course descriptions for several compulsory and elective courses for the English Education and English Literature study programs at the undergraduate level. It includes courses on personal development, scientific and skills-based subjects, and specialized English language skills and linguistics courses. The personal development courses cover topics like Islamic education, Pancasila, and citizenship. The scientific courses include introductions to education, child development, learning and teaching methods. The English language skills courses develop students' listening, speaking, reading and writing abilities at different proficiency levels. The linguistics courses cover subjects like phonetics, morphology, syntax and discourse analysis.
The training aims to develop teaching dossiers in areas like language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. It will be offered in English and Spanish. Trainees must demonstrate basic competencies like language proficiency and computer skills. The training consists of 6 modules covering the key content areas. It will be delivered through 120 hours of face-to-face lessons, assignments, and evaluations. Trainees must maintain 80% attendance and score at least 80% overall to complete the certification which assesses knowledge, skills, and participation.
This document contains information about certifying language teacher tutors, including:
1. A lesson plan and time table for a 2-week certification course with sessions on topics like lesson planning, grammar teaching, learning strategies, and classroom management.
2. A matching activity connecting content areas like language awareness, culture, and self-assessment to themes in the time table.
3. Sample lesson plans for listening and grammar activities with initial, developmental, and final activities.
4. A detailed time table outlining the daily schedule and topics to be covered each day of the 2-week course.
1) The document is a teacher work sample from a student teacher detailing a unit taught on short vowel sounds, specifically the short e sound, to a 1st grade class.
2) An assessment given prior to the unit showed most students were below grade level in identifying short vowel sounds. The unit included activities like reading, phonograms, and sentence building to practice the short e sound.
3) A post-assessment showed student understanding of the short e sound improved, with most students achieving satisfactory or higher levels, indicating the unit was successful in helping students meet the learning goals.
This document provides a sample lesson plan template covering two weeks of instruction on teaching English with songs. The plan includes the topic, performance objective, level, group, segment description, didactic resources, materials, and time for each lesson. Week 1 focuses on pronunciation, vocabulary, listening skills, and activities. Week 2 emphasizes reading skills, techniques, and applying patterns and comprehension strategies to short texts. The detailed plan models scaffolding techniques and integrating various skills and media into the English language lessons.
This document provides information about an English 103 Speech Communication course offered at Don Mariano Marcos Memorial State University. The 3-unit blended course aims to develop students' communicative proficiency in listening and public speaking. It will cover topics like the communication process, listening techniques, effective speaking voice, speech delivery, and speech preparation. Assessment includes module assignments, class participation, midterm and final exams. Students must present an icebreaker and informative speech. The schedule outlines 5 modules, learning objectives, activities, and expected outcomes for each session.
This document contains a dossier for a master trainer course on teaching English as a foreign language. It includes 6 tasks that cover topics like language awareness, language and culture, the language learning process, language teaching, planning and evaluation, and self-assessment. It also contains a lesson plan example for a lesson on the present progressive tense. The lesson plan outlines the objectives, procedures, activities, and assessment for a 60 minute lesson. It provides details on warm-up activities, vocabulary presentation, exercises to practice the target grammar point, and a production activity where students write emails describing what they are doing on vacation.
This document outlines a semester plan for an English class with the following details:
The plan includes 4 units taught over 20 class hours each. The objectives are to develop students' English linguistic skills, vocabulary acquisition, and cultural awareness. Some learning objectives mentioned are identifying information in texts, writing short messages, and understanding high frequency words.
The units cover topics like greetings and feelings, Chilean culture, sports, and the environment. Grammar points to be taught include verb tenses like present simple, past simple, and future. Vocabulary will include common words and those related to unit topics.
The teacher aims to foster attitudes of cultural appreciation, respect, and open-mindedness among students.
This document provides course descriptions for several compulsory and elective courses for the English Education and English Literature study programs at the undergraduate level. It includes courses on personal development, scientific and skills-based subjects, and specialized English language skills and linguistics courses. The personal development courses cover topics like Islamic education, Pancasila, and citizenship. The scientific courses include introductions to education, child development, learning and teaching methods. The English language skills courses develop students' listening, speaking, reading and writing abilities at different proficiency levels. The linguistics courses cover subjects like phonetics, morphology, syntax and discourse analysis.
The training aims to develop teaching dossiers in areas like language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. It will be offered in English and Spanish. Trainees must demonstrate basic competencies like language proficiency and computer skills. The training consists of 6 modules covering the key content areas. It will be delivered through 120 hours of face-to-face lessons, assignments, and evaluations. Trainees must maintain 80% attendance and score at least 80% overall to complete the certification which assesses knowledge, skills, and participation.
Learn Spanish in Spain Spanish courses prices, PRICE LIST Alhambra Instituto
Spanish course prices, Spanish Courses fees, PRICE LIST, spanish lessons groups spanish courses groups spanish prices spanish abroad training classes students study teenagers
The document describes a lesson plan for a Bahasa Melayu class on the characteristics of a good orator. The lesson involves 15 students and will last 2 hours. It uses Hunter's phases of instruction, beginning with an engaging video to introduce the topic. Students will then break into groups to plan and present short speeches applying what they learned about effective oration techniques. The teacher will provide feedback and assessment through a short quiz to conclude the lesson.
Semantics offers specialized language training programs tailored to individual needs. They employ experienced native speaker teachers using dynamic and engaging teaching methods. Courses include intensive, light intensive, one-on-one, semi-private, group, and theme-based options of varying durations and levels from beginner to professional. Semantics' direct communicative approach aims to give students automatic reflexes in the target language through highly interactive teaching that presents language in context to make learning memorable and fun.
1) The lesson plans summarize various subjects being taught including biology, civics, Czech language, English language, chemistry, mathematics, physical education, and physics.
2) The lessons follow a similar structure of introducing the topic, presenting tasks for students to complete, and providing follow-up activities for review and assessment.
3) The teachers provide learning objectives, materials, and rationales for the procedures to ensure students understand key concepts and practice applying their knowledge.
Slides upskilling for english teachersv6 24.9.12emzex
The document discusses a proposal for an upskilling program for English teachers in Malaysia to address students' poor performance in English. It outlines initiatives to improve teachers' English proficiency through testing and an intensive training program. The proposed program would provide 480 hours of blended training over one year to 5,000 teachers in 5 states. The training would be delivered through a combination of face-to-face and online sessions to develop teachers' language skills and teaching methodology. It aims to improve students' English learning outcomes and prepare them for employment.
This document discusses learning the Japanese language. It covers the four writing systems used in Japanese: kanji, hiragana, katakana, and romaji. It emphasizes that learning the Japanese culture can help understand the language better, such as why there are polite forms. Different methods for learning the language are presented, including traveling to Japan, exchange programs, and consuming Japanese media. The benefits of becoming multilingual are then outlined, such as higher paying jobs for translators and gaining a broader world perspective.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used by Mesoamerican cultures before being introduced to Europe, where it became popular in drinks and confections. The document also notes how chocolate production became industrialized in the 19th century to meet growing global demand.
This document provides an introduction to a textbook on teaching Japanese as a foreign language using a communicative approach. The textbook aims to explore issues related to language learning theory and research, provide an overview of communicative language teaching, and suggest communicative tasks and activities for teaching Japanese grammar. It also aims to encourage empirical research on teaching and learning Japanese as a second language. The textbook is divided into three parts. Part A provides background on second language acquisition research and its implications for Japanese language teaching. Part B discusses communicative language teaching and approaches for designing grammar and communicative tasks. Part C introduces classroom-based research methods like experiments that can be applied to studying Japanese acquisition.
This document provides a summary of the history and current state of English language teaching (ELT) in Japan and Indonesia. It discusses how ELT was initially introduced and the various curriculum and methodology changes that have occurred over time in both countries. Some key points include:
- ELT was introduced in Japan in the 1950s and shifted from grammar translation to communicative language teaching in 1999.
- Efforts to improve ELT in Japan include establishing team teaching with native English speakers, reducing class sizes, and creating special "Super English" high schools.
- In Indonesia, ELT began with Dutch but shifted to English in 1955. The curriculum has changed over time, moving towards a more competency-based and student
The document discusses the Japanese-Language Proficiency Test (JLPT), which evaluates and certifies the Japanese proficiency of non-native speakers. It notes that the JLPT began in 1984 with 7,000 examinees but grew significantly to 770,000 examinees worldwide by 2009, making it the largest Japanese language test. The JLPT aims to ensure its continued relevance through revisions informed by Japanese pedagogy and testing theory. It tests communicative competence through vocabulary, grammar, and practical application. Examinees choose between five levels from N5 (easiest) to N1 (most difficult).
The document discusses the Japanese-Language Proficiency Test (JLPT), which evaluates and certifies the Japanese proficiency of non-native speakers. It provides four key points about the JLPT: 1) it focuses on communicative competence, 2) it offers five test levels from easiest to most difficult, 3) it accurately measures competency with scaled scores, and 4) it easily visualizes what skills test-takers have in Japanese listening, speaking, reading and writing for each level. The JLPT has become the largest-scale Japanese language test worldwide with over 700,000 examiners globally as of 2009.
This document discusses the differences between the presentation-practice-production (PPP) paradigm and task-based language learning (TBL). PPP focuses on presenting discrete language items, having students practice through repetition drills, and then producing the language. However, students often cannot use the language outside of class. TBL starts with a holistic experience of language and helps students learn more efficiently by focusing on meaningful tasks. It provides a more flexible framework that puts learners at the center instead of the teacher.
This document provides an overview of content-based instruction (CBI). It defines CBI as using comprehensible input to help students acquire both content knowledge and language skills. The key characteristics of CBI are using real communication, meaningful tasks, and language that is meaningful to learners. The goal of CBI is to prepare students to acquire language in the context of learning subject matter. In CBI, students imitate teachers, read repeated words, and respond verbally or nonverbally. Teachers control student behavior, provide a model, and direct language use. Techniques include memorizing dialogues, substitution drills, repetition drills, and response drills.
The document provides an overview of the foreign language program at Seoul Foreign School. It offers Spanish, French, and Korean from middle school through high school. The program aims to develop cultural awareness, language skills, and the ability to interact in everyday situations. It is organized in levels from beginner to advanced, with placement based on teacher recommendations, tests, and prior results. Courses include IGCSE and IB Language B programs to help students progress in proficiency from foundational to more complex language skills and cultural understanding.
Cagri Gokbayrak, International Marketing Manager at EnglishCentral led a presentation at the conference on the “Power of Authentic Video in Language Education”. His presentation addressed how authentic videos are a key driver in the success of English learning.
Learn Spanish in Spain Spanish courses prices, PRICE LIST Alhambra Instituto
Spanish course prices, Spanish Courses fees, PRICE LIST, spanish lessons groups spanish courses groups spanish prices spanish abroad training classes students study teenagers
The document describes a lesson plan for a Bahasa Melayu class on the characteristics of a good orator. The lesson involves 15 students and will last 2 hours. It uses Hunter's phases of instruction, beginning with an engaging video to introduce the topic. Students will then break into groups to plan and present short speeches applying what they learned about effective oration techniques. The teacher will provide feedback and assessment through a short quiz to conclude the lesson.
Semantics offers specialized language training programs tailored to individual needs. They employ experienced native speaker teachers using dynamic and engaging teaching methods. Courses include intensive, light intensive, one-on-one, semi-private, group, and theme-based options of varying durations and levels from beginner to professional. Semantics' direct communicative approach aims to give students automatic reflexes in the target language through highly interactive teaching that presents language in context to make learning memorable and fun.
1) The lesson plans summarize various subjects being taught including biology, civics, Czech language, English language, chemistry, mathematics, physical education, and physics.
2) The lessons follow a similar structure of introducing the topic, presenting tasks for students to complete, and providing follow-up activities for review and assessment.
3) The teachers provide learning objectives, materials, and rationales for the procedures to ensure students understand key concepts and practice applying their knowledge.
Slides upskilling for english teachersv6 24.9.12emzex
The document discusses a proposal for an upskilling program for English teachers in Malaysia to address students' poor performance in English. It outlines initiatives to improve teachers' English proficiency through testing and an intensive training program. The proposed program would provide 480 hours of blended training over one year to 5,000 teachers in 5 states. The training would be delivered through a combination of face-to-face and online sessions to develop teachers' language skills and teaching methodology. It aims to improve students' English learning outcomes and prepare them for employment.
This document discusses learning the Japanese language. It covers the four writing systems used in Japanese: kanji, hiragana, katakana, and romaji. It emphasizes that learning the Japanese culture can help understand the language better, such as why there are polite forms. Different methods for learning the language are presented, including traveling to Japan, exchange programs, and consuming Japanese media. The benefits of becoming multilingual are then outlined, such as higher paying jobs for translators and gaining a broader world perspective.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used by Mesoamerican cultures before being introduced to Europe, where it became popular in drinks and confections. The document also notes how chocolate production became industrialized in the 19th century to meet growing global demand.
This document provides an introduction to a textbook on teaching Japanese as a foreign language using a communicative approach. The textbook aims to explore issues related to language learning theory and research, provide an overview of communicative language teaching, and suggest communicative tasks and activities for teaching Japanese grammar. It also aims to encourage empirical research on teaching and learning Japanese as a second language. The textbook is divided into three parts. Part A provides background on second language acquisition research and its implications for Japanese language teaching. Part B discusses communicative language teaching and approaches for designing grammar and communicative tasks. Part C introduces classroom-based research methods like experiments that can be applied to studying Japanese acquisition.
This document provides a summary of the history and current state of English language teaching (ELT) in Japan and Indonesia. It discusses how ELT was initially introduced and the various curriculum and methodology changes that have occurred over time in both countries. Some key points include:
- ELT was introduced in Japan in the 1950s and shifted from grammar translation to communicative language teaching in 1999.
- Efforts to improve ELT in Japan include establishing team teaching with native English speakers, reducing class sizes, and creating special "Super English" high schools.
- In Indonesia, ELT began with Dutch but shifted to English in 1955. The curriculum has changed over time, moving towards a more competency-based and student
The document discusses the Japanese-Language Proficiency Test (JLPT), which evaluates and certifies the Japanese proficiency of non-native speakers. It notes that the JLPT began in 1984 with 7,000 examinees but grew significantly to 770,000 examinees worldwide by 2009, making it the largest Japanese language test. The JLPT aims to ensure its continued relevance through revisions informed by Japanese pedagogy and testing theory. It tests communicative competence through vocabulary, grammar, and practical application. Examinees choose between five levels from N5 (easiest) to N1 (most difficult).
The document discusses the Japanese-Language Proficiency Test (JLPT), which evaluates and certifies the Japanese proficiency of non-native speakers. It provides four key points about the JLPT: 1) it focuses on communicative competence, 2) it offers five test levels from easiest to most difficult, 3) it accurately measures competency with scaled scores, and 4) it easily visualizes what skills test-takers have in Japanese listening, speaking, reading and writing for each level. The JLPT has become the largest-scale Japanese language test worldwide with over 700,000 examiners globally as of 2009.
This document discusses the differences between the presentation-practice-production (PPP) paradigm and task-based language learning (TBL). PPP focuses on presenting discrete language items, having students practice through repetition drills, and then producing the language. However, students often cannot use the language outside of class. TBL starts with a holistic experience of language and helps students learn more efficiently by focusing on meaningful tasks. It provides a more flexible framework that puts learners at the center instead of the teacher.
This document provides an overview of content-based instruction (CBI). It defines CBI as using comprehensible input to help students acquire both content knowledge and language skills. The key characteristics of CBI are using real communication, meaningful tasks, and language that is meaningful to learners. The goal of CBI is to prepare students to acquire language in the context of learning subject matter. In CBI, students imitate teachers, read repeated words, and respond verbally or nonverbally. Teachers control student behavior, provide a model, and direct language use. Techniques include memorizing dialogues, substitution drills, repetition drills, and response drills.
The document provides an overview of the foreign language program at Seoul Foreign School. It offers Spanish, French, and Korean from middle school through high school. The program aims to develop cultural awareness, language skills, and the ability to interact in everyday situations. It is organized in levels from beginner to advanced, with placement based on teacher recommendations, tests, and prior results. Courses include IGCSE and IB Language B programs to help students progress in proficiency from foundational to more complex language skills and cultural understanding.
Cagri Gokbayrak, International Marketing Manager at EnglishCentral led a presentation at the conference on the “Power of Authentic Video in Language Education”. His presentation addressed how authentic videos are a key driver in the success of English learning.
This document provides information about a certification course for language teacher tutors. It includes:
1. An outline of course topics covering language teaching principles, learner types, skills, and classroom techniques.
2. Sample content on defining visual, auditory, and kinesthetic learner types and Kolb's learning styles model.
3. Suggestions for using pictures in language lessons and sample picture activities.
4. A sample two-week timetable with daily sessions covering icebreakers, introductions, student interactions, teaching roles and responsibilities, and vocabulary teaching.
The document discusses introducing task-based language teaching (TBL) and compares it to the more traditional PPP approach. Some key points:
- TBL focuses on providing learners with a holistic language experience through tasks, planning, and reporting rather than isolating language points. This leads to more natural language use.
- Learners enjoy TBL and gain confidence in speaking quicker. They can better understand natural speech.
- Teachers report that TBL works better than PPP for mixed-level classes and allows learners to bring their own experiences.
- For learners to adapt to TBL, teachers should explain the learning process and rationale behind classroom activities to prepare them for a different
The document provides information about Wizlearn Technologies' ASKnLearn learning management system (LMS) and interactive contents. It summarizes the key features and resources available in the LMS for primary, secondary, and O-level students. These include lessons, activities, quizzes, and other tools mapped to the Singapore Ministry of Education syllabus. The document also outlines the system's teacher and student administration tools, mobile applications, and training agenda.
This document outlines an English for Occupational Purposes (EOP) syllabus for engineers. The course aims to help engineers develop their English language skills through interactive methodologies and activities related to their field. It will integrate information and communication technologies, focus on reading, writing, speaking and listening skills, and address students' needs through practice with work-related vocabulary. The syllabus details course objectives, learning outcomes, strategies, content, and references. Key topics include the four language skills, grammar, and using songs to learn English. Teaching methods incorporate presentations, videos, online games, and materials created in Canva. The goal is for students to improve their English abilities for professional use.
The document discusses the Japanese-Language Proficiency Test (JLPT). It provides information on what the JLPT is, its history and growth, and revisions made to the test in 2010. The JLPT evaluates and certifies the Japanese proficiency of non-native speakers, and has five levels from easiest (N5) to most difficult (N1). It focuses on communicative competence and accurately measures proficiency through scaled scores.
Reflective Portfolios: Harmonizing Student Teachers’ Identities in ESL /EFL ...Romashka007
Here are some potential connections between the discussion questions and EPOSTL descriptors:
Week 1: Introducing oneself and language learning goals could relate to "I can describe my motivation and reasons for becoming a language teacher" (Personal Attributes and Professionalism).
Week 2: Reflecting on the instructor's teaching philosophy connects to "I can describe different approaches to language teaching and learning" and "I can describe different teaching styles and strategies" (Pedagogic Knowledge). Making inferences about an instructor's beliefs shows awareness of how philosophy influences practice.
Drawing these links helps student-teachers reflect more deeply on their developing understanding of language teaching/learning concepts. The EPOSTL provides a framework to structure reflections at a higher
This document summarizes an English course for Bahasa Indonesia students at STKIP PGRI JOMBANG. The 90-minute course meets once a week for 12 weeks. It aims to help students improve their vocabulary, grammar understanding, and motivation. Specific goals are to practice translating texts, communicate in English through presentations, and prepare for the TOEFL test. The course framework outlines topics like recounts, narratives, tenses, and short stories. Students will do group presentations and have quizzes, a midterm test, and lectures from the instructor. It concludes by asking what the lecturer should do to design an appropriate course.
Nihonkai Japanese Language Institute, one of leading Japanese language institute located in Delhi and Gurgaon, is teaching since 2009 and has more than 500 students in Delhi and Gurgaon centres. We offer various Japanese language course :
BASIC JAPANESE (JLPT: N5)
INTERMEDIATE JAPANESE (JLPT: N4)
PRE ADVANCE JAPANESE (JLPT: N3)
ADVANCE JAPANESE (JLPT: N2)
CONVERSATION IN JAPANESE
For more info Visit :- http://www.nihonkaijapan.com
This webinar discusses developing students' English conversation skills. It begins by looking at common reasons students are reluctant to speak, like fear of mistakes. The webinar then examines characteristics of effective conversations, such as turn-taking and using intonation to convey meaning. Finally, it introduces a 3-step model for teaching conversations: 1) Awareness activities expose students to native speaker conversations. 2) Bridge activities like role-plays apply conversation skills. 3) Communication activities encourage students to have open conversations. The webinar aims to help participants understand conversations better and develop action plans for their classrooms.
1. Ema Ushioda presented on foreign language motivation research in Japan from an insider perspective as a Japanese person educated outside Japan.
2. She discussed three key areas of research: analyzing demotivation, investigating how motivation changes through different stages of education, and exploring what English means for Japanese students' identities and goals.
3. Research in Japan has contributed to reshaping L2 motivation theory by questioning traditional concepts like integrative motivation and proposing new concepts like international orientation.
Similar to Continuing professional development_presentation_ppt_(dpt_30_2012) (20)
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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The complex relationship between human activities and the environment has been the focus
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Continuing professional development_presentation_ppt_(dpt_30_2012)
1. CONTINUING PROFESSIONAL
DEVELOPMENT OF TRAINED
JAPANESE LANGUAGE TEACHERS
-A GLIMPSE INTO THE “REALITY”
BEYOND TRAINING
Presenter : ANG CHOOI KEAN
Organization : INSTITUTE OF TEACHER EDUCATION
INTERNATIONAL LANGUAGES CAMPUS
2. CONTENT OVERVIEW (1)
• Background Overview:
1 Teacher Training Programme in LEP
• Background Information:
2 The Context of the Study
• During Training:
3 CPD Activities Experiences
3. CONTENT OVERVIEW(2)
• Beyond Training CPD:
4 The Study
5 • Findings & Challenges
• Implication &
6 Considerations
4. BACKGROUND OVERVIEW
Development of the Japanese language teacher training
programme under the Look East Policy (LEP).
Japanese Language Education in Malaysian Secondary Schools
Established in 1984 6 prime fully RS schools
Japanese Language Teacher Training Programme under the LEP
Started in 1990 10 in-service teachers
Localization of Japanese Language Education in Secondary Schools
Beginning 2001 100% local teachers
5. BACKGROUND OVERVIEW
Outcome of the Japanese language teacher training programme
under the Look East Policy (LEP).
Ministry of Education’s internationalization programme
Implemented in 2005 JLE in 14 Day schools
Local Japanese language teacher training programme
at International Languages Teacher Training Institute
Started in 2005 12 in-service teachers
Rapid Expansion of Japanese Language Education
in Secondary Schools
June 2012 52 RS & 68 DS
6. The Context
INSTITUTE OF TEACHER EDUCATION
INTERNATIONAL LANGUAGES CAMPUS
9. PROGRAMME STRUCTURE
12-Week One Year “Teaching One Year Newly
Preparatory Japanese as a Qualified JLT
Course Foreign Language” Internship
Course Programme
• Basic Japanese • Intermediate • Remedial &
• Cultural Japanese Reinforcement of
Japanese
Experience • JL Methodology
• Action Research
• Cross-cultural
Communication • CPD Support
• Practical Experiences
11. Stage/Course Duration Course Objectives Curriculum
Basic Japanese Japanese Language
Japanese language 300 hours ¡
12 weeks
Proficiency Test, JLPT Level 3-4 ¡ Textbook used Minna no Nihongo
¢
Preparatory Course (September-
and Japanese traditional cultural
£Chapter 1-40 ¤
November)
experiences Cultural experiential learning sessions
Japanese language 540 hours ¡
¢
Textbooks used Minna no Nihongo
(Chapter 41-50), Shuuchuu Torenningu Nihongo etc.
First-half of Intermediate Japanese Japanese language Methodology & Assessment
1 year
JLPT3 Below level 2- Above Level
165 hours ¡
TJFL Course January-
3 and Elementary Japanese teaching
¡ Practicum (4 weeks)
December¡
¡ methodology as well as integration of Cultural experiential learning sessions
cross-cultural understanding. Cross-cultural understanding & communication
30 hours)
Second Language Acquisition (30 hours)
Japanese language Study 30 hours ¡
Upgrading of Japanese language
1 year
January-
proficiency Language Enrichment Component
Internship Enhancing of Self-autonomous and Professional Development Component
December¡ learning & problem-solving Action Research planning & implementation
practitioner’s skills
NOTE: Cohort 1-5
Syllabus Review in 2011 (Cohort 6&7)
13. Toward Self-directed CPD Sharing
Community
Collaborative
Action
PD Activities Experienced
Skills/Sharing
Research of Practices
Portfolio
Development Problem Solving
Skills
Journal
Writing Self-Monitoring
Skills
Training Programme Duration
Reflective Skills
19. Rate the following activities during the training programme according to their benefits or usefulness in training
you as a Japanese language (JL) teacher.
Not so Extremely
Not beneficial at all Beneficial/Useful Mean
beneficial/useful beneficial/useful
Reflective writing (as in
journal, reflection 0.0% (0) 6.3% (1) 68.8% (11) 25.0% (4) 3.19
reports etc.)
Action Research Input 0.0% (0) 6.7% (1) 40.0% (6) 53.3% (8) 3.47
Action Research
Presentation (Seminar 0.0% (0) 7.1% (1) 64.3% (9) 28.6% (4) 3.21
Participation)
Portfolio Development 0.0% (0) 14.3% (2) 50.0% (7) 35.7% (5) 3.21
Yahoo Group (Sharing
0.0% (0) 28.6% (4) 42.9% (6) 28.6% (4) 3.00
Community)
Other (please specify)
Others:
Knowledge of culture
Japanese Cultural Exposure - Very useful
visit to those school have japanese language and hot potato are good
20. Samples of reasons given about the activities being important
and applicable in their professional development as teachers
Certainly because the activities guide us and give
us ideas to be used in the new situation as a JL
teacher
self-
Most of the activities (reflective writing/ journal, portfolio) are for my own self-
learning. I learn to correct and improve myself through them. They are really
handy teaching references at most of the times.
21. The training really helped me in being a
better teacher - a more reflective and
aware person. I came to know various ways
for me to improve myself & my teaching
skill - especially through the action
research.
<S2: In service/5 years; JLT/1 year; DS>
Reflective writing and action research
experience is a great learning experience
that have helped me personally to become
a better teacher today
<S3: In service:/10 years; JLT/4 years; DS>
23. • Only 66.7% of the respondents claimed that
they are committed in promoting their CPD.
• 50% of the respondents admitted that they
did not write any reflection specifically.
• 37.5% did not carry out any sort of action
research at all.
• 35.7% did not update their professional
portfolios.
24. Areas of challenges identified:
• Time
• Support
• Self-discipline/self-
motivation
25. Reflection writing has been scarce due to
overloaded work in school. Only one action
research had been carried out, but it had to be
done during non-school hours, which not only tire
out the pupils, but the teacher as well. Yahoo
group does not seem to work as everyone is too
busy to share, and portfolio development has been
discontinued.
<S15: In service/5years ; JLT/2 years; RS>
26. a) Write reflection after every class
b) 2 years in these school do 1 simple action
research to know the motivation level of my
student , but no time to complete it.
c) Don’t have facilities (laptop, internet) to go in
yahoo group before this. After having facilities,
ask my friend to invite me to join the group but
nobody really help, all say don’t know.
(Lack of skill to use). This group only benefit
those who good in using computer.
d) Throughout the year, have some web
searching and add some new handouts but only
tidy up the file end of the year.
<S5: In service/11 years; JLT/5 years; DS>
27. The activities are important
in ensuring my career as JLT
is something that is not static
but developing. But to apply
those activities in my career
life demands time and
energy. Other work burdens
pose a hindrance.
<S3: In service/10 years ;
JLT/5 years; RS>
29. IMPORTANCE
• Self-awareness –JL teachers should develop self-
awareness in regard to the importance of their
own continuing professional development (CPD)
as Japanese language teachers.
• Sharing Practices - Teachers should be willing to
share teaching-learning resources or any other
related materials in helping each other.
• Support System – The teachers should be
encouraged and “urged” once in a while:
“Conducive environment”
30. Writing reflections is important, it should be done at least after every
lesson. I truly understand that, but I still have not made it a habit.
Action research is also very important, reading findings of others
helps a teacher improve, better understand, able to see from other
angles and aspects her students or her lessons. I know it is
professionally important and I do like to read about it, but again, I do
not make it a habit when I know I should. Using yahoo group or other
online means is a truly useful way to share with other teachers.
Unfortunately, so far, what I did was only getting ideas from others
through websites via the internet. My only contribution through online
means is mostly with friends within cohort 1 and 2, and mostly about
sharing ideas for exam questions. Updating portfolio too is
undoubtedly crucially important. I usually make a mental-note to file
up my creation and work of classroom activities handouts and exam
question papers. Sadly, as I embarrassedly have to admit, it never pass
that phase 'mental-note'.
For people like me, 'time and opportunity' perhaps have to be forced
upon.
<S14: In service/11 years ; JLT/3 years; RS>
31. PROPOSED ACTIONS
SELF- • Professional
REGULATION Learning • Ongoing & Continuous
Plans Learning
NETWORKING • Local
• Oversea • Sharing of Practices
LEARNING • Personal
• Support System
growth
COMMUNITY • Professional
development
34. FUTURE RESEARCHES
• CPD of Senior Teachers of JL trained under
LEP
• Motivation among JL Teachers
• Changing of Mindsets: Ways to “LEARN”,
“UNLEARN” & “RELEARN”
35. CURRENT RESEARCH: Self Directed CPD
An initiative: JL Professional Community
• Burdenless commitment
– Technological as well as personal
• Realistic goals & expectation
– Mastery is not achieved overnight
– CPD is a journey not a destination
• Progressive growth & development
– Extrinsic & Intrinsic motivation & Comradeship
– Values in learning & sharing community
36. A POINT TO PONDER ON…
“Who dares to teach must never cease to learn.”
–John Cotton Dana
37. Acknowledgement
• 16 respondents of the study
(Cohort 1 -4)
• JFKL namely, the former directors, HODs &
lecturer advisors
• Respective Divisions in MOE (BPG, BPK, BPSH,
BPSBPSK)
• Dr Mohd Sofi bin Ali (Former Director of IPBA)
• Fellow colleagues/comrades in schools
• Former native speaker colleagues
• Former students & fellow colleagues of IPBA/IPG
KBA