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2017 PhRELCSFI National-Seminar Workshop
ELTA in the ASEAN context: Current trends, new perspectives
and recent innovations
Dr Alvin Pang SEAMEO RELC, Singapore
Presentation Outline
• Instructional designs of English language teaching and assessment (ELTA)
• A brief history of ELTA • Methods of ELTA • Innovative approaches to ELTA • Ten current trends and changing perspectives of
ELTA
Instructional designs for language teaching
Theory of language
Approach (flexibility)
Theory of learning
Learning objectives
The syllabus
Teacher & learner roles
Activities
Method (prescribed objectives)
A brief history of ELT
Theory of Language and/or Learning
Methods
Lexical Approach
Task Based Learning
Communicative Language Teaching
Total Physical Response
The Silent Way
Suggestopedia
Audio Lingualism
Direct Method
Grammar Translation
Informed Eclecticism (postmethod era)
Sociocultural Learning; Constructivism (1980s -2000s)
Primarily structural (up till 1900s)
Community Language Learning
Behavioural (1940s-60s)
Generative Linguistics ; Cognitive Psychology (1970s)
“Changing winds and shifting sands of language teaching.” (Brown, 1994:52)
Second Language Acquisition Tradition (1970s-80s)
Humanistic Approach (affective) 1970s-80s)
Approaches
Grammar Translation The Direct Method Audio Lingualism
• Focus • Writing • Reading • Structure
• Classroom activities • Translation (reading
and writing) • Analysis of language
structure (grammar)
• Focus • No translation in L1 • Dialogues using a
modern conversational style in target language
• Classroom activities • Consist of series of
questions based on the dialogue or an anecdotal narrative
• Grammar taught inductively
• Dictation – Tr reads passage three times
• Focus • Listening • Speaking • Drill exercises • Classroom activities
• Listening to recordings • Repetition to
phrases/sentences • Substitution exercises
Total Physical Response (TPR) method
Body Spell these words:
leg, quit, japan,
High : l, h
Middle: e, u, i, a, n
Down: g, q, j
Now, let’s body spell these words:
•bag
•yoga
•english
•building
TPR
• Focus • Using physical movement
to react to verbal input • Classroom activities
• Listening vocabulary connected with actions
• Classroom language (open your book)
• Storytelling
Community Language Learning method
Community Language Learning
• Focus • Teacher acts as counsellor and
paraphraser • Emphasizes sense of community in
learning group ; learner-focused • On fluency in early stages
• Classroom activities • Reflection • Recorded conversation • Discussion • Transcription • Language analysis
A new wave of CLL (online communities) E.g. English,baby! and Duo lingo (Web 2.0) drawing on info sharing & collaboration tools
The Silent Way method
The Silent Way
• Focus • Teacher uses mixture of silence
and gesture to focus students’ attention, to elicit their responses, and to encourage them to correct their own errors
• Uses structural syllabus and concentrates on teaching a small number of functional words
• Classroom activities • Use sound-colour chart to teach
language sounds • Use colored word charts or rods
for work on sentences
Suggestopedia
Suggestopedia • Focus
• Learning is facilitated by a relaxed enivronment
• Use of music, songs or art to create relaxed state in the learner and to promote positive suggestion
• Classroom activities • “Concert reading” employs a classical music
piece (e.g. a Beethoven symphony). The rhythm and intonation of the reading would be exaggerated in order to fit in with the rhythm of the music
• Choose a background music that will give an impression that SS are in a forest. SS are asked to close their eyes and imagine that they are animals, birds, trees, etc.
A Major Recognized Approach
Communicative Language Teaching
• Focus
• Meaningful tasks
• Authentic communication in all skills (primarily speaking)
• Develop communicative competence (Hymes, 1972)
• Classroom activities
• More fluency than accuracy activities
• Meaningful and communicative practice (information gap, information gathering, role plays, opinion sharing, interviews, etc.)
• Pair and group practice activities
Communicative Competence
Linguistic Competence
Strategic Competence
Discourse Competence
Sociolinguistic Competence
• Lexical items • Morphology • Syntax • Semantics • Phonology- stress, rhythm, etc
• Socio-cultural knowledge and rules • Understanding social context • Registers
• Verbal/nonverbal strategies to compensate for breakdowns due to performance variables or insufficient competence
• Genre knowledge • Discourse knowledge • Speech Acts, functions • Ability of connecting sentences • Inter-sentential relationships
CLT activities
Pair activity: Pet peeves
• A ‘pet peeve’ is an annoying thing that someone does. Define the context.
• With a partner, take turns to describe what bothers you and how you react.
Alphabet Dialogue Create a paired dialogue so that each line begins with the next letter of the alphabet. e.g.: A, B, C, D, E • Ahmed, how are you? • Bad, really bad! • Come on, it can't be that bad! • Do you think I'm joking? • Everyone knows you're a joker. Try this: G H I J K L
From Letters to Grammar Given: A D I F , students might produce: •A day in France •Fantastic dreams are incredible •I ate David's fruit Students think of the vocabulary first and then the grammar they need to make a phrase. It becomes easier for students as they do more examples. Try this: •A E Y H
Innovative approaches
Task-based approach
(TBLT)
The lexical approach
Standards-based
approach
Competency based
approach (CBLT)
Competency-based Language Teaching (CBLT)
• Focus on what “learners are expected to do with the language” and what they can do rather than what they know
• An outcome-based approach
• Criterion-referenced assessment
• Competencies: skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity
• Focus on successful functioning in society and on life skills
• Active learning
• Real world application
• Competency based assessment (task or performance-centred)
CBLT
• Competency based courses built around skills needed to carry out specified tasks (e.g. Functional English)
• If the competency is “giving personal information”, then tasks must require Ss to use knowledge about self to produce such information
• CBLT exercises • Systematic – there is a specific goal
• Repetitive – Ss learn by doing, not by memorizing the rules, so repetition is essential
• Measurable – If a student has grasped the lesson and can apply the new skill, then it was successful. Have Ss actively demonstrate each new skill
Pre-task
• Tr gives clear instructions
• Tr helps students recall some useful language
• Tr plays a recording or shows a video
• Students take notes and start preparation
Task Cycle
• Tr sets pair or group work
• Tr sets a time for completing the task
• Students give a report or students exchange written reports and compare results
Analysis & Practice
• Tr highlights relevant parts from the text to analyze
• Tr asks students to notice interesting text
• Tr highlights the language for analysis
• Tr conducts practice of new language
Task-based Language Teaching (TBLT)
The Lexical Approach
Classroom activities
• Teacher’s role – task, planning, report
• Making students aware of collocations
• Students observe, classify and make generalizations (observe-hypothesis-experiment as opposed to PPP)
• Teachers help learners discover knowledge instead of giving it directly
Features • Lexis is basis of language • Lexical chunks (e.g. in my opinion,
at the end of the day) • Language consists of
grammaticalized lexis, not lexicalized grammar (Michael Lewis, 1993)
• “Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed.” (David Wilkinson)
The Lexical Approach Binomials Fork and spoon
Trinomials Strike while the iron is hot
Collocations As cool as cucumber
Idioms Guess what
Similes Cool, calm and collected
Connectives Open secret
Conversational gambits On the contrary
Types of standards
Content standards
• Statements about what learners should know and be able to do with content
Performance standards
• Show how learners have achieved the standards targeted
• How learners are meeting a standard
• Show the learner’s progress towards meeting a standard
Proficiency standards
• Tell us how well learners should perform
State of English in PH: Should we be concerned? By: Mike Cabigon - @inquirerdotnet
Philippine Daily Inquirer / 01:26 AM November 14, 2015
The Philippines is recognized globally as one of the largest English-speaking nations, with the majority of its population having at least some degree of fluency in the language.
Proficiency in the language is also one of the Philippines’ strengths, which has helped drive the economy and even made it the top voice outsourcing destination in the world, surpassing India in 2012.
However, at a recent roundtable organized by British Council Philippines, key stakeholders from the government, academe, private, and nongovernment sectors acknowledged that even if the country were doing fine in terms of English competency, concerns on how much of a competitive advantage it still is here were raised. The stakeholders agreed that the country needs to step up its efforts in improving the teaching and learning of English, developing it as a vital skill of the workforce. This is an initiative that can potentially strengthen the Philippines’ distinct advantage in this part of the world, particularly with the upcoming Asean economic integration.
According to its dean, Rosario Alonzo, the University of the Philippines College of Education ensures this by emphasizing to its students that English is a skill to be used for communication. Education students focus on learner-centered teaching, and are taught to ask learners to do meaningful tasks using English. “Our future teachers should ensure that English is a means of communication, rather than a set of facts to be learned,” Alonzo said. In the same way, the Department of Education focuses on the needs of learners and ensures that they learn the English language holistically, as specified under the K-to-12 basic education framework.
CONTENT AND PERFORMANCE STANDARDS FOR GRADE 7 ENGLISH
CONTENT STANDARD FIRST QUARTER SECOND QUARTER THIRD QUARTER FOURTH QUARTER
LC:
Listening Comprehension
LC1: Determine how stress, pitch, intonation, phrasing, pacing, and non- verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to.
LC2: Use active listening strategies based on purpose, familiarity with the topic and the level of difficulty of short narrative texts.
LC3: Use active listening strategies based on purpose, familiarity with the topic and the level of difficulty of simple informative texts.
LC4: Listen to appreciate communication roles, expectations, and intentions in specific communicative contexts or situations.
LC1a: Recognize differences in voice levels and speech patterns.
LC1b: Explain the influence of differences in tone and accent patterns in understanding a message.
LC1c: Listen for important points signaled by shifts in stress and intonation.
LC1d: Determine how pitch, phrasing, and pacing affect understanding of a message.
LC1e: Determine the effect of facial expressions and eye contact in understanding a message.
LC1f: Determine the effect of posture and bodily gestures in understanding a message.
LC1g: Distinguish between and among the functions of non-verbal cues: repetition, contradiction, substitution, complementation, and accentuation.
LC2a: Note specific elements of the narrative listened to.
LC2b: Determine the order of significant events in the text listened to.
LC2c: Identify key ideas or turning points in the narrative text listened to.
LC2d: Note specific words or expressions that signal or emphasize crucial details in the narrative listened to.
LC2e: Determine the tone and mood of the speaker or characters in the narrative listened to.
LC2f: Note familiar and unfamiliar details from the narrative listened to.
LC2g: Formulate assumptions or predictions about the contents of the narrative texts.
LC2h: Infer appropriate responses to listening guide questions.
LC2i: Infer the purpose of the narrative listened to vis-à-vis the author’s background and the historical period.
LC3a: Note specific details of the text
listened to.
LC3b: Determine the order of ideas or how the ideas are organized in the text listened to.
LC3c: Identify main points and supporting ideas in the text listened to.
LC2d: Note specific words or expressions that signal or emphasize crucial details of the text listened to.
LC3e: Determine the tone and mood of the speaker in the text listened to.
LC3f: Note familiar and unfamiliar details from the text listened to.
LC3g: Formulate assumptions or predictions about the contents of the narrative texts.
LC3h: Infer appropriate responses to listening guide questions.
LC3i: Infer the purpose of the text listened to vis- à-vis the author’s background and the historical period
LC4a: Note the roles and expectations of each speaker in intimate and consultative situations.
LC 4b: Note the roles and expectations of each speaker in casual, conversational, or informal situations.
LC 4c: Note the roles and expectations of each speaker in formal situations.
LC 4d: Determine the intentions of speakers by focusing on their unique verbal and non- verbal cues and quality of participation.
LC 4e: Predict the outcomes of a verbal exchange listened to and their possible effects on the speakers and their relationships.
LC 4f: Identify the most effective or least helpful strategies used by different speakers to achieve specific intentions.
PERFORMANCE STANDARDS
High/Independent
Perform an enhanced rendition of a listening text.
Average/Instructional
State specific recommendations to enhance the delivery of the text listened to.
Low/Frustration
Formulate evaluative statements about the clarity of a listening text’s message.
1
C2 Has no difficulty in understanding any kind of spoken language, whether live or broadcast, delivered at fast native speed
C1 Can understand enough to follow extended speech on abstract and complex topics beyond his/her own field, though he/she may need to
confirm occasional details, especially if the accent is unfamiliar.
Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts.
Can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
B2 Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal,
social, academic or vocational life. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence the
ability to understand.
Can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a
standard dialect, including technical discussions in his/her field of specialisation.
Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-
posted by explicit markers.
B1 Can understand straightforward factual information about common everyday or job related topics, identifying both general messages and
specific details, provided speech is clearly articulated in a generally familiar accent.
Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc.,
including short narratives.
A2 Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated.
Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information,
shopping, local geography, employment) provided speech is clearly and slowly articulated.
A1 Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate
meaning.
Overall listening comprehension using the Common European Framework of References
Standards-based approach to language teaching 5Cs
Communication
Interpersonal
Interpretive
Presentational
Cultures
Perspectives (the why)
Practices (the action/how)
Products (the things/what)
Connections
Making connections with other subject areas
Comparisons
Cross-cultural similarities and differences
Community
Extending learning experience from the English classroom to outside world
What is the “best” methodology or approach to ELT? Or is there one?
“A significant difference between current language teaching practices and those of, say, a half century ago, is the absence of proclaimed ‘orthodoxies’ and ‘best’ methods.
We are well aware that methods, as they were conceived of 50 years ago or so, are too narrow and too constrictive to apply to a wide range of learners in an enormous number of situational contexts.
Pedagogical trends in language teaching now spur us to develop a principled basis upon which teachers can choose particular designs and techniques for teaching a foreign language in a specific context.”
Source: H. D. Brown, Principles of Language Teaching and Learning (2007)
Ten Current Trends in ELTA
• ELTA has come a long way.
• Focus on how best to make the English language teachable
• Innovation and adaptation are the buzz words to describe the changes that have taken place over the last 50 years.
• What are the ten current trends in ELTA?
Trend 1: Changing approaches to ELTA in the Post-method Era
• There is and can be no best method, given the diversity of teaching/learning contexts and the rapid changing world
Statement A Teachers who claim to follow a particular method do not conform to its theoretical principles in classroom procedures at all.
Statement C Teachers who claim to follow different methods often use the same classroom procedures.
Statement B Teachers who claim to follow the same method often use different procedures.
Statement D Teachers who develop and follow in their classrooms a carefully crafted sequence of activities are not necessary associated with any particular method.
In groups of three or four, tell one another which of the four statements best describes you.
The focus of teaching on Eclecticisim
Use of various appropriate approaches or methods will appeal to and sustain learners’ attention and interest
Different teaching/learning contexts require different approaches or methods – diversity and flexibility
Awareness of a range of available techniques will help teachers to better exploit materials and manage unexpected situations
Informed teaching is likely to be eclectic.
Lan
guag
e-c
etre
d • Concerned with
linguistic forms
• Learners to practise pre-selected and sequenced language structures
• Language development is more intentional than incidental
• Language learning is treated as a linear, additive process
Lear
ner
-ce
ntr
ed • Concerned with
learner needs and wants
• Learners to practise pre-selected language structures and communicative functions through meaning-focused activities
• Pre-occupied with both form and function
• Aim for accuracy and fluency; basically linear and still linear and additive
Lear
nin
g-ce
ntr
ed • Concerned with
cognitive processes of learning
• Learners to participate in open-ended meaningful interaction through problem-solving tasks
• Focused on meaning-making
• Language development is more incidental than intentional
• View language development as a cyclical, spiral process
Trend 2: Learner centredness and learning centredness
Trend 3: Individualized teaching and counselling instead of teaching the same thing to everybody
The buzz words to excite and energize the new scence of ELT
Customized
The methodology of the new order is more participatory than teacher-led, more individualized than ‘one-size-fits-all’
Differentiated
Individualized
Trend 4: Mode of instruction to more interaction between learner and teacher, as well as learner and learner
• Shift from straight lectures to interaction between learner and teacher
• Influence from Communicative Approach • manifested in different forms and interpretations
• still very much alive in the language classroom
• Informed by research in • Dialogic teaching (a move from IRF)
• Cooperative learning – focus on learner-learner interaction
Trend 5: Toward multi-media instruction and multi-literacies
What is multimedia? • Uses a variety of media elements for instruction such as text, graphics,
moving images (real or artificial) • Uses a variety of media technologies for instruction (e.g. correspondence
study, satellite video, emails, online modules, MOOC)
Multimodal
Meaning-making
Speaking & Listening Articulating Interacting Negotiating Discussing Challenging Enacting Presenting Questioning
Reading & Viewing Decoding Responding Predicting Deducing Interpreting Analyzing Distinguishing Navigating
Writing & Representing Planning Composing Creating Designing Producing Revising Evaluating Transforming
Print-based texts Digital texts
Spoken texts
Visual texts
Design of meaning-making (Kress & van Leeuwen, 2001 )
New Media Age (Kress, 2003) - Proliferation of multimodality in many different forms
Multimodal ‘texts’ in digital age – Powerful force to “level up” or enhance language (Gee & Hayes, 2011) through constructions which creatively combine different modalities
Digital animation in narratives
• Increased motivation
• Exposure to multimodal texts– how various modes need to 'work' together to tell a story
• Key element in animation – Motion. Focus on verbs used in script for relevant animation
• Audio recording of narration- More conscious over use of voice- volume, expression, tone. Motivation for review & repeated recording
• Writing - Importance of using direct speech in narrative writing for impact
Trend 6: Digital, e-learning and recent innovations in ELT
• With ICT, the approach to ELT has taken on a new meaning with a new learning experience
• E-communication has made possible a huge range of networking possibilities
• Learners can locate and create ‘local’ knowledge that relates to their own needs
• Learners are partakers of the generation of knowledge, and knowledge itself is now seen as a process rather than finished products
TELL
Web-based learning
Digital platforms
(e.g. Edomodo, Google Docs, LMS)
IWB
(Interactive white board)
Online corpora Interactive online
(authentic) materials Skype
Computer-mediated English
MALL
(BYOD) Flipped Classroom
No matter which app
you're using, there
are buttons that each
will take you to a set
of topics, such
as: clothing,
entertainment, color,
education, family,
food, health,
greetings, body,
directions, weather,
work, and several
others.
Within each category
are tasks like a study
list, memory game,
quiz, spelling practice,
flashcards, and more.
Computer-mediated English
• English, has been undoubtedly the lingua franca of the internet.
• The Computer Mediated English uses the language as per convenience and not by convention.
• E.g. “cu” for “see you”
• Use of acronyms like: • TTYL (talk to you later)
• WUATB (wish you all the best)
• Use of asterisks‟ *‟ for emphasis and emoticons for smile, for frown, etc.
• Realizing its significance as a source of communication, the linguistic elements and discourse of Computer Mediated Communication (CMC) is a matter of concern.
• The field is recognizing the growing importance of content and disciplinary knowledge
• CBI, CBLT, CLIL, EMI, SIOP, ESP
• Learning outcomes and learning standards are broader, emcompassing not only language skills but also:
• Critical thinking
• Learning strategies
• Related content knowledge and skills in the real world
• The local contexts of actual practice are to be seen not as constraints to be overcome but conditions to be satisfied
• Texts to reflect or project local values and attitudes
• Draw on both local and global resources [Glocalization]
Trend 7: Greater emphasis in teaching content and (G)localization in curriculum/material design
CBI: A Continuum of content and language integration
Immersion Sheltered
Instruction
Adjunct
model
Theme based model
Language classes with
content
for language practice
Content-driven Language-driven
Types of CLIL: Soft & Hard
Too SOFT
(Focus on L) Theme-based
English lessons
; CBLT
Language-driven
CBI
Focus is on
LANGUAGE;
taught by
language teacher
Too HARD
(Focus on C) Immersion
(Science class taught in
English to mixed L1 &
L2 learners or all L2
learners)
Content-driven CBI
Subject literacy
EMI – use English to
teach content
Taught by content
teacher
Just RIGHT
CLIL Lesson
Focus on both
CONTENT and
LANGUAGE
Taught by content
teacher trained in
CLIL approach or
in collaboration
with language
teacher
Local English Vocabulary in Singapore
Colonial English terms:
godown, tiffin,
five foot way, coolie, bungalow
Hybrids:
ice kachang (local dessert),
mama shop (local Indian shop),
kaya toast (toast spread with kaya made of coconut, pandan leaves and sugar),
Roti John (Indian bread),
New collocations and coinages:
Hawker centre, food court,
handphone, shophouse,
void deck, neighbourhood school
English words with local meanings:
Love letters (Chinese New Year snack – crispy egg rolls),
last time (previously), cooling (cool),
Buzz with your partner…
Think of some local English words used in the Philippines that you
would add to the English vocabulary.
• New dimensions to language assessment • AoL ; summative assessment
• AfL ; formative assessment
• Standards, accountability and assessment become a major focus of the educational reform in many countries in Asia and the world
Trend 8: Changing focus in language assessment
KNOWLEDGE
PROCESS/SKILLS
UNDERSTANDING
PERFORMANCE
CONTENT STANDARDS
PERFORMANCE STANDARDS K-12 Philippine
Basic Education Standards
K-12 Assessment
(KPUP) Source: Roderick Aguirre
Levels of Assessment
Description
Knowledge (15%)
the substantive content of the curriculum, the facts and information that the student acquires
Process/Skills
(25%)
skills or cognitive operations that the student performs on facts and information for the purpose of constructing meanings or understandings
Source: Roderick Aguirre
Levels of Assessment
Description
Understanding
(30%)
enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding or other indicators of understanding which may be specific to the discipline
Performance(s) (30%)
real-life application of understandings as evidenced by the student’s performance of authentic tasks
Source: Roderick Aguirre
• Over the last 50 years, the ELT field has seen a big change in our views of the role of ELT.
• Many language learners today know more than two languages
• Acronyms for the field have evolved: • TEFL
• TESL
• TESOL
• World Englishes
• ELF and EIL
• Changing dimension on communicative competence
• Focus on teaching intercultural communicative competence (both local and international cultures)
• Goal to produce effective language users competent to use EIL
Trend 9: Changing perspectives on English language learning (ELL) and English language teaching (ELT)
Intercultural Communicative Competence (Byram, 1997, 2012)
Linguistic competence Sociolinguistic competence Discourse competence
Intercultural Competence
Skill of interpreting and relating
Knowledge
Critical cultural awareness
Attitudes of curiosity/openness
Skills of discovery/interaction
Historical ELL Paradigms ELL Paradigm Shifts
Deficit (medical) model (fix the deficit)
Ecological model (fix the environment)
Lower expectations Academic rigor (immersion)
Traditional and separate programs Collaborative & ownership
Language-led curriculum language- & content in tandem curriculum
English only Translanguaging/ English
Compensatory / equality Equity
Trend 10: Reflective practice and teacher learning
• Reflective practice framework for teacher learning (Dewey, Schon and others)
• “I do not subscribe to methods when it comes to teaching English to speakers of other languages because I believe the teacher is the method.” (Farrell, 2017 in press RELC Journal, Aug issue)
• Today, action research by EL teachers
• become more aware of their own beliefs
• how they frame the way they teach and think about teaching
It is not enough to know what constitutes an effective teaching methodology (if any) but to combine that knowledge with a conscious reflection on how to carry out a successful teaching experience. Through reflection, all this will lead us to establish a new theoretical set of foundations. Personal theorizing is the key.
1. Changing approaches to ELT in the post-method era 2. Learner centredness and learning centredness 3. Individualised teaching and counselling 4. Mode of instruction to more interaction between teacher and
learners 5. Towards multi-media instruction and multi-literacies 6. Digital, e-learning and recent innovations in ELT 7. Greater emphasis in content teaching and (G)localization in
curriculum/material design 8. Changing focus in language assessment 9. Changing perspectives on ELL and ELT 10. Reflective Practice and Teacher Learning
10 Current Trends in ELTA
Is there a silver lining in the cloud?
Yes, upscale and upgrade teachers through CDP
Continual Professional Development
50 Years of English Language Teaching and Assessment
– Reflections, Insights and Possibilities •Exploring and responding to current and/or latest trends in ELTA
•Looking at or beyond intercultural competence
•Brain-based learning in second language acquisition
•Impact of globalization on language teaching and learning
•Research methodology in ELTA or Applied Linguistics
•Materials/curriculum development, selection, adaptation, and evaluation
•(Critical) Language testing/assessment
•Translanguaging and translingual practices
•Beyond native and non-native: 21st century teachers’ identities
•Role of technology in language education, change, and maintenance
•21st century language teacher education
53rd RELC International Conference In celebration of RELC’s 50th Anniversary
The RELC International Hotel, Singapore (12 – 14 March 2018)