Innovative

Approaches to

Teaching

General English

General English

General English Plus

• Intermediate and Upper Intermediate

levels

• Differing objectives and teaching styles

Unique Organisational

Culture

Unique problems need

unique solutions

Universal

Opportunities

Our Organisational Culture

• 2 campuses, Sydney & Melbourne

• Wide range of OS study motivations

• Majority General English

• Long-term goals decided during

study period

• Diverse nationality mix

–

Nationality Mix

AMERICAS 13%

BRAZIL 19%

CHINA 5%

CENTRAL EUROPE

15%

WESTERN EUROPE

14%

JAPAN 13%

KOREA 10%

MIDDLE EAST 2%

SOUTH EAST ASIA 4%

TURKEY 2%

What we did…………

1. Confronted the problem

2. Explored solutions

3. Built a course

4. Rolled out the course

5. Reviewed the course

What we did…………

1. Confronted the problem

General English Feedback

• Teacher feedback

• Prospective student feedback

• Current student feedback

1. Disconnection between

General English course

& necessary ESP skills

2. General English

not addressing long-term

student learning plateau

Two Core Problems

What we did…………

2. Explored Solutions

Questioning status quo

1. Lower level IELTS/EAP courses?

2. Raise entry level requirements?

3. Increase ESP content in GE?

4. Teach differently to re-stimulate

learning?

General English

General English Plus

• Intermediate and Upper Intermediate

levels

• Differing objectives and teaching styles

1. Re-challenge the learning comfort zone

– Core

Course Objectives

2. Offer an alternative to students

not ready for ESP courses

– Core

Course Objectives

3. Reduce ‘ESP culture shock’

– Core

Course Objectives

What we did…………

3. Built a program

Course Development

Process

• Researched material

• Chose the team

• Developed action plan

• Regular process review

Curriculum Development • Microskills analysis

– Specific skills within macro skills;

reading, writing, listening, speaking

• Cross-referencing ESP materials

• Multifunctional course content

• BICS Vs CALP (basic interpersonal (cognitive academic

conversation skills) language proficiency)

Curriculum Components

Integrating Vocabulary

• From BICS to CALP

• Instruction

• Analysis

• Reinforcement

• Response: grateful

Micro Skills

• Bridging gaps and expanding

• Mix of learning styles

• Response: engaging

Testing

• Mirror ESP

• Topic & language focused

• Response: useful and challenging

Critical Thinking

• English Ability ≠ test score + critical

thinking

• Cooperation and exposure

• Range of spoken activities

• Comfort zone

• Response: scared but enthusiastic

Teacher Orientation

• Training and support

• Class atmosphere

• Materials

• Teacher response: refreshing and

challenging

What we did…………

4. Rolled out the program

–

Roll Out Components

1. Educate teachers why and what

2. Build the course backend

3. Educate students why and what

4. Train marketing how to promote

Outcome surprises

• Sustained course popularity

• Diverse nationality mix

• Teacher training

opportunities

• Meets multiple student

needs simultaneously

What we did…………

5. Reviewed program

–

Obstacles along the way • Confusing the marketers

• Student & teachers

understanding the course

• Training teachers out of the

‘GE teaching’ comfort zone

–

Student Perspective

–

Student Perspective

–

Student Perspective

Deep & Meaningful

moment

Your elephant in the room

could be

your greatest opportunity

Sydney CRICOS Provider Code: 01530K, Melbourne CRICOS Provider Code: 03112A

Any questions?

–

Resources

• Curriculum Development in English Language

Teaching – Jack C Richards

• Testing for Language Teachers – Arthur Hughes

• Leadership and the New Science: Discovering

order in a chaotic world – Margaret J Wheatley

• Language, Culture and Cognition: A collection of

studies in first and second language acquisition

- Lilliam M Malave-Lopez & Georges Duquette