2017 PhRELCSFI National-Seminar Workshop

ELTA in the ASEAN context: Current trends, new perspectives

and recent innovations

Dr Alvin PangSEAMEO 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

In the ASEAN context

Which methods and approaches still prevail? Which are widely embraced?

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 DialogueCreate 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 GrammarGiven: 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

Competencybased

approach(CBLT)

Competency-based Language Teaching (CBLT)

• Focus on what “learners are expected to do with the language” andwhat they can do rather than what they know

• An outcome-based approach

• Criterion-referenced assessment

• Competencies: skills, knowledge, attitudes, and behaviors requiredfor 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 outspecified tasks (e.g. Functional English)

• If the competency is “giving personal information”, then tasks mustrequire 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

TrinomialsStrike while the iron is hot

CollocationsAs cool as cucumber

Idioms Guess what

SimilesCool, 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 beconcerned?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 leastsome 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 voiceoutsourcing destination in the world, surpassing India in 2012.

However, at a recent roundtable organized by British CouncilPhilippines, key stakeholders from the government, academe, private,and nongovernment sectors acknowledged that even if the countrywere doing fine in terms of English competency, concerns on howmuch of a competitive advantage it still is here were raised. Thestakeholders agreed that the country needs to step up its efforts inimproving the teaching and learning of English, developing it as a vitalskill of the workforce. This is an initiative that can potentiallystrengthen the Philippines’ distinct advantage in this part of theworld, 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 strategiesbased on purpose, familiarity with the topicand the level of difficulty of short narrativetexts.

LC3: Use active listening strategiesbased on purpose, familiarity with the topic and the level of difficulty of simple informative texts.

LC4: Listen to appreciatecommunication 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 ofeach speaker in intimate and consultativesituations.

LC 4b: Note the roles and expectations ofeach speaker in casual, conversational, orinformal 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 teaching5Cs

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 teachingpractices and those of, say, a half century ago, is the absence ofproclaimed ‘orthodoxies’ and ‘best’ methods.

We are well aware that methods, as they were conceived of 50years ago or so, are too narrow and too constrictive to apply to awide range of learners in an enormous number of situationalcontexts.

Pedagogical trends in language teaching now spur us to developa principled basis upon which teachers can choose particulardesigns and techniques for teaching a foreign language in aspecific 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 thechanges 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 ofteaching/learning contexts and the rapid changing world

Statement ATeachers who claim to follow a particular method do not conform to its theoretical principles in classroom procedures at all.

Statement CTeachers who claim to follow different methods often use the same classroom procedures.

Statement BTeachers who claim to follow the same method often use different procedures.

Statement DTeachers 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 practisepre-selected and sequenced language structures

• Language development is more intentional than incidental

• Language learning is treated as a linear, additive process Le

arn

er-c

en

tred

• Concerned with learner needs and wants

• Learners to practisepre-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 andteacher

• 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

Dialogic teaching in the language classroom

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 & ListeningArticulatingInteractingNegotiatingDiscussingChallengingEnactingPresentingQuestioning

Reading & ViewingDecodingRespondingPredictingDeducingInterpretingAnalyzingDistinguishingNavigating

Writing & RepresentingPlanningComposingCreatingDesigningProducingRevisingEvaluatingTransforming

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

Source: Caroline Ho, ELIS

Scripting

Source: Caroline Ho, ELIS

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 scriptfor relevant animation

• Audio recording of narration- More conscious over use of voice-volume, expression, tone. Motivation for review & repeatedrecording

• Writing - Importance of using direct speech in narrative writing forimpact

Trend 6: Digital, e-learning and recent innovations in ELT

• With ICT, the approach to ELT has taken on a new meaning with a newlearning experience

• E-communication has made possible a huge range of networkingpossibilities

• Learners can locate and create ‘local’ knowledge that relates to their ownneeds

• Learners are partakers of the generation of knowledge, and knowledgeitself 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 corporaInteractive online

(authentic) materialsSkype

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 perconvenience 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 anddisciplinary 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 constraintsto 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

ImmersionSheltered

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 wordsused 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 ofthe 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 STANDARDSK-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 viewsof 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 era2. Learner centredness and learning centredness3. Individualised teaching and counselling4. Mode of instruction to more interaction between teacher and

learners5. Towards multi-media instruction and multi-literacies6. Digital, e-learning and recent innovations in ELT7. Greater emphasis in content teaching and (G)localization in

curriculum/material design8. Changing focus in language assessment9. Changing perspectives on ELL and ELT10. 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 ConferenceIn celebration of RELC’s 50th Anniversary

The RELC International Hotel, Singapore (12 – 14 March 2018)