Teaching English In English
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The document calls for a new approach to developing English fluency in teachers who teach English as a second language. It argues that teachers need specific English language skills and knowledge related to teaching, not just general fluency. A proposed solution is a "Teaching English in English" course that teaches the classroom-related English vocabulary, expressions, and language teachers need to effectively teach in English. The course would provide situated practice opportunities for teachers to learn and demonstrate their English teaching skills.
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Teaching English In English
- 1. TEACHING ENGLISH IN ENGLISH A call for a new approach to teacher English fluency development May 2019 Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 1 David Deubelbeiss
- 2. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 2 A STORY
- 3. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 3 The 2 nd Language Teacher’s Brain - It’s not enough to have a high level of general fluency in the 2 nd language - There’s language specific to teaching in English, a teacher must know - A teacher needs to know HOW to teach in a 2 nd language as a 2 nd language “brained” teacher.
- 4. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 4 T R E N D S Increased government investment More English only instruction (EMI) Lower start age of English language learners Increased investment in teacher preparation Decline of “native speakerism” More focus on the “local” teacher
- 5. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 5 “Reports suggest that there are relatively few state school classrooms anywhere in which most learners are developing a useable knowledge of English.” (Weddel, 2011:3)
- 6. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 6
- 7. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 7 David Nunan How can we support classroom teachers so that most learners are developing a useable knowledge of English? The Impact of English as a Global Language on Educational Policies and Practices in the Asia‐Pacific Region
- 8. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 8 What the typical English language teacher needs to be able to do. Taken from: https://teachingenglish.english.britishcouncil.org/assess-my-skills Teacher Competencies
- 9. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 9 “… all decisions as to content and method are based on the learner’s reason for learning.” (Hutchinson & Waters, 1992,:19) An English For Specific Purposes Approach
- 10. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 10 A “bound” ESP (English for Specific Purposes) approach. Teachers learn the English language skills a teacher needs to be able to prepare and enact the lesson in a standardized (usually national) curriculum in English in a way that is recognizable and understandable to other speakers of the language’ (Young et al., 2014: 5)
- 11. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 11 Having these language resources at their disposal in the classroom can address – and perhaps even help to overcome – the teachers’ feelings of professional deficit that they are not ‘fluent enough’ to teach in English and thus that they are not meeting the public perception of ‘being a good ELT teacher’. Donald Freeman
- 12. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 12 Why Teach English In English? Communication. Rich Input Student Motivation. Linguistic Modeling
- 13. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 13 Teacher Expectancy
- 14. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 14 A Teaching English In English Course 1. WHO Is this course designed for? 1. WHAT is the essential classroom language a teacher needs to learn? 1. HOW will teachers practice and learn the essential language?
- 15. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 15 1. May or may not use English partially or completely as the medium of instruction, although he or she is familiar with the curricular content. 2. Is familiar with classroom routines, including basic classroom management and teaching strategies, and can carry out these classroom tasks and routines that are predictable. 3. Is expected to use a defined (often nationally prescribed) curriculum. 4. Draws English language support from instructional materials. 5 Is teaching students who are at the beginning or intermediate levels of general English 6. Uses English to interact with students in simple and predictable ways
- 16. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 16 1. What are the things teachers need to be able to do when teaching in English – establish routines, give instructions, manage the class, provide feedback etc … 2. What language (words, expressions, grammar) do teachers need in order to carry out those practices in English in the classroom Ex. Classroom commands: Clean up your desk. Return to your seats. See me after class. Turn to page 118. Stop what you are doing.
- 17. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 17 1. Situational context. Practice and use the language in a teaching context. 2. Listening and speaking activities focus. 3. Vocabulary study of essential ESP teaching terms. 4. Skills & Delivery Training. Strategies. Lesson design etc … 5 Blend of online practice, self-paced study and in-school mentorship
- 18. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 18 Teaching Knowledge & Experience Language Fluency & Experience Teaching English IN English Change the focus from general knowledge to classroom performance. What teachers “can do” in English in their classroom and not a standardized test score. English Language Teacher Assessment Discipline Knowledge Linguistic Knowledge
- 19. Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 19 Freeman, Donald (2017), The Case For Teachers’ Classroom English Proficiency. “English level at Japan's secondary schools falls short of government target”, The Japan Times, April 16th, 2019. Online. Hattie, J. (2015): The Applicability of Visible Learning to Higher Education. In: Scholarship of Teaching and Learning in Psychology, 1 (1), 79-91. Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A learner-centered approach. Nunan, David (2003). The Impact of English as a Global Language on Educational Policies and Practices in the Asia‐Pacific Region. Weddell, M. 2011. ‘More than just “technology”: English language teaching initiatives as complex changes’ in H. Coleman (ed.). Dreams and Realities: Developing Countries and the English Language (Paper 13). London: British Council. Young, JW, Freeman, D, Hauck, M, Garcia Gomez, P, Papageorgiou, S (2014) A Design Framework for the ELTeach Program Assessments. Princeton, NJ: Educational Testing Service. References
- 20. Thank You! Bridge Education Group, Inc. Proprietary and confidential. Do not distribute. 20 Contact Us https://bridge.edu/tefl/contact-us
Editor's Notes
- Lead in with my own story of trying to teach French as a second language speaker to my Grade 4 Esl students in Toronto.
- Lead in with my own story of trying to teach French as a second language speaker to my Grade 4 Esl students in Toronto.
- Review some major trends in ELT from the last 15 years, as they relate to English teacher development. List some examples of major national initiatives and investments. Rwanda Sudan. Russia. Japan – primary initiative. Increased int. schools attendance. Demand for English only EMI Universities.
- Note. Despite expenditures and efforts, not working.
- Education lags behind in English proficiency worldwide.
- Why the failure. Key component is a strong classroom English fluency of teachers. How can we fix this and support practicing teachers who want to teach English in English.
- Typically we think a teacher needs a high IELTS score to be able to teach English in English. But this General English Fluency approach is wrong. We need to judge a teachers fluency (and develop it) “in situ” in how they can teach in English – not by their general social competency in English. ESP approach specific for teaching.
- Typically we think a teacher needs a high IELTS score to be able to teach English in English. But this General English Fluency approach is wrong. We need to judge a teachers fluency (and develop it) “in situ” in how they can teach in English – not by their general social competency in English. ESP approach specific for teaching.
- Courses need to be designed as would ESP courses. Assess teachers on their classroom teaching English proficiency not general proficiency.
- Language is embedded in all teaching functions. Freeman calls for an “English-for- Teaching” approach. Provide teachers with the opportunity and support to learn the language they need for classroom teaching.
- Rationale. Before discussing what a teacher centered ESP classroom English course would look like – review why it is important teachers teach in English.
- 2 extra reasons why - Teacher efficacy and expectancy. Belief the teacher has that their students can learn and achieve. Rosenthal and Jacobsen. 1966.
- Describe the course. Three questions to address when building the course.
- Describe course for A2+ teachers who need fluency training. Inservice.
- How the curriculum was aligned and created for the course. Syllabus image?
- How – what teachers do in the course to achieve results.
- Final creation. A blend of the TKT – Teacher Knowledge Test with a Teacher Linguistic Knowledge Test.
- References. Will add image info.