Philippa Coleman Jasmin Christie

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Title
Philippa ColemanJasmin Christie Sandra
Contreras Institute of Continuing TESOL
EducationThe University of Queensland (ICTE-UQ)
Added Value in Professional Development Training
for English Language TeachersA Case Study from
Northern Chile
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Teachers from Region II
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(No Transcript)
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Sponsors Fundación Minera Escondida
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Project Phases

• Phase 1 - English and Methodology for Teaching
  Purposes program (EMTP)
• Phase 2 - follow up support for teachers
• Phase 3 on-going impact of Phase 1 2

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• Phase 1 - Immersion Experience
• 10 January 3 February 2006
• Brisbane

Brisbane
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• Course Components
• English language development
• English language teaching methodology
• Classroom observation, peer teaching
• Assimilation of Australian lifestyle culture
  through homestay experience
• Tourist cultural activities

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Phase 2 Apoyo en situ

• 2 October 7 October 2006
• School visits in Calama, Tocopilla, Antofagasta,
  Taltal, San Pedro de Atacama
• Class observations and feedback with teachers
• Meeting principals, sostenedores, mayors,
  teaching staff and students
• Tour of school facilities

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Using visual stimuli
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Integrating technology
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Involving students
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Interactive activities
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Motivating students
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A variety of activities
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Adapting materials
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When I try to use English in class, I feel my
students are also willing to speak English.
Korean Teacher
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Questionnaire

• Are there any differences in your thinking and
  attitudes towards English language teaching now?
• Is there anything you do in your classes now that
  you didnt do before?
• Is there anything you do more of (or less of)
  now?
• Do you notice any changes in your students
  behaviors attitudes and learning in English
  classes?

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Data categories

• Teacher language
• Teacher attitudes
• Teacher methods planning and delivery
• Teacher methods oral communication
• Student attitude and student language

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Key features

• Heightened awareness of student needs and goals ?
  impact on lesson planning materials
  selection/adaptation
• Greater focus on oral communication
• Positive reaction from students

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I must develop to choose what is right and
helpful to my students and the importance to know
them and their needs to help them meet their
goals (and mine too)
Teacher 3
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giving importance to their previous knowledge
and their personal skills
Teacher 3
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They are speaking more. Why? Maybe because they
feel more confident and I am giving them more
chances to speak.
Teacher 4
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What can we learn from Region II teachers?
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Key outcomes

• Teachers increased use of English encourages
  students to use English
• Students keen to participate when teachers
  provide interesting, meaningful opportunities for
  using English
• A lenient approach to learner error encourages
  students to use English

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Key outcomes

• Personalising lessons enhances student interest
• Teachers are meeting student needs by adapting
  textbooks and selecting appropriate interesting
  materials
• Growing student awareness of importance of English

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I avoid using Spanish in my lessons as much as
possible. I do my classes in English most of the
time. At the beginning my students complained,
but now they dont. Theyve become accustomed.
Sandra Contreras