Innovation in English Language Teacher Education 'Innovation in English Language Teacher Education

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  • Innovation in English Language Teacher Education Edited by George Pickering and Professor Paul Gunashekar

    Selected papers from the fourth International Teacher Educator Conference Hyderabad, India

    21–23 February 2014

  • | Innovation in English Language Teacher Education2

    Innovation in English Language Teacher Education

    Selected papers from the fourth International Teacher Educator Conference Hyderabad, India

    21–23 February 2014

    Edited by George Pickering and Professor Paul Gunashekar

    ISBN 978-0-86355-765-1

    © British Council 2015

    British Council 17 Kasturba Gandhi Marg New Delhi 110001 India

  • 3Innovation in English Language Teacher Education |

    Contents Foreword Michael Connolly 7

    Introduction Paul Gunashekar 9

    Preface George Pickering 13

    OVERVIEW: Innovation in English language teacher education Teacher research for professional development Simon Borg 23 Teacher development as the future of teacher education Rama Mathew 29 Innovation in the provision of pre-service education and training for English language teachers: issues and concerns Julian Edge and Steve Mann 38

    THEME ONE: Innovations in Continuing Professional Development for English language teacher educators and teachers The House of Dos and Don’ts: teachers, self-access and learner autonomy Andy Keedwell and Sayed Najeem 49

    Generating content through online collaborative writing: a study Arindam Sengupta 56 Using Web 2.0 tools for teacher professional development: a case study Santosh Mahapatra 65 Professional development programme for British Council Training Consultants – KELTEP 2013 Shefali Kulkarni and Allwyn D’Costa 73 Mobile embedded self-study materials for CPD: the use of English language for teachers (EL4T) in Bangladesh Farhan Azim and Mir Md. Saifur Rahman 79 ‘The Jamaican Fragment’: using video to add a new dimension to the lesson Ravinarayan Chakrakodi 87

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    THEME TWO: Learning from experience Critical reflection for Continuing Professional Development: using the SOAP strategy to analyse pedagogical experience Padmini Boruah 97 Tasks as tools to trigger reflection in pre-service teachers K. Padmini Shankar 105 Using evaluation criteria to plan writing performance: a study of pre-service teachers of English Lina Mukhopadhyay 116 Facebook Interaction (FBI) and essay writing pre-task: Yemeni EFL students’ perceptions, attitudes and challenges Mohialdeen Alotumi 125

    Assessment literacy for teachers: how to identify and write a good test Elaine Boyd 134 Innovations in pre-service second language teacher education for the elementary level in West Bengal Kuheli Mukherjee 140 The role of printed materials in promoting reflection in distance ELT teacher education programmes Pranjana Kalita Nath 148 Developing academic reading skills through strategy training Sruti Akula 156 Reciprocal teaching in a pre-service teacher education context Susmita Pani 164 Modifying ELT tasks to include the blind/visually impaired: an exploration at the tertiary level Shree Deepa 170 English language teacher educators’ feedback experience as a teaching-learning tool in Akwa Ibom state, Nigeria Alice Udosen and Wisdom Jude 176 The use of observation – feedback cycles as a method of teachers’ continuous professional development in the context of TE:ST Joy Townsend 184

    Defossilising the errors of ESL learners through feedback Sanjay Arora 192

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    Teaching ESL beginners effectively using corpus linguistics and the lexical approach Adam Scott 199 Teaching science through co-operative learning strategies Geetika Saluja 213

    THEME THREE: Technological resources for language education The Pedagogy of Collaboration: teaching effectively within an evolving technology landscape Dawn Bikowski 223 Digital literacies Nicky Hockly 232 Do online group tasks promote effective collaborative learning experiences? Teacher perceptions Meera Srinivas 237 Reflective feedback using video recordings in ELT pre-service teacher training programmes Bose Vasudevan 249 Using audio lessons for the visually impaired in inclusive classrooms: an exploratory study Priyank Varma and Madhavi Gayathri Raman 254 Testing reading abilities of the visually impaired using scribes/technology Ramraj M 261 Technology-mediated language teaching through a Kindle-based mobile learning initiative in India: the access experience Raashid Nehal 267 Exploring whole class to one feedback and revision using technology in a writing classroom Akhil Jha 275 Contributors 284

  • | Innovation in English Language Teacher Education6

  • 7Innovation in English Language Teacher Education |

    Foreword Michael Connolly, Assistant Director English Partnerships, British Council India

    The theme of the 2014 edition of the Teacher Educators Conference was 'Innovation in English Language Teacher Education'. In the field of English language teacher education, any innovation has to be practical. It has to meet the needs of the teacher educators it is aimed at, but more importantly it must develop skills and knowledge which will improve the quality of teaching in the classroom and ultimately impact on learner outcomes. Innovation can be revolutionary and abrupt, but more often it is part of an evolutionary process: small, forward-thinking changes that cumulatively have a big effect.

    Though I have worked for the British Council for over 13 years, and in countries as varied as Jordan, Japan and Spain, I often tell colleagues that I had two distinct careers: one before I arrived in India and the other one which started the moment I landed in Delhi. When I arrived in India in 2011 I was thrown into the deep end, developing the concept of what would become the Bihar Language Initiative for Secondary Schools (BLISS) – a teacher education project funded by the UK Department for International Development (DfID). This has grown to be one of our most high-profile projects, thanks to the work of local colleagues and the support we receive from the Bihar state government and DfID. Working on BLISS, I have not only experienced the real India first hand, with all its excitement, diversity and challenges, but also saw from close quarters both revolutionary and evolutionary innovation at play.

    At the start of the project, fewer than 5% of our teacher educators had email addresses. Very few had access to the Internet, mediated by clunky desktops, expensive laptops and landline-based modems in a region with variable power supply.

    Within a short few years, our team witnessed almost every teacher educator going online thanks to the sweeping changes brought in by the smartphone revolution in India. Teacher educators – and much of Bihar’s population as a whole – leapfrogged intermediate technologies and started speeding along the information highway on their handheld devices.

    This change allowed us to make a number of innovative changes to the way that we communicated with the teacher educators. We started communicating key project information by text message and began a Facebook group, bringing the geographically dispersed team together in an online community. Knowledge and information sharing became much easier. Technology also enabled us to assess and evaluate the impact of our training more effectively as teacher educators shared their experiences more quickly and we experimented with using technology to collect monitoring and evaluation data.

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    But innovation is not always centred around technology. As a teacher and teacher educator, I firmly believe that every lesson and every training session has the potential to be innovative as each lesson or session is unique. Each lesson builds on previous knowledge and introduces something new. Many of the papers presented at the 2014 Teacher Educator Conference were focused on sharing experiences and delegates and speakers alike debated the merit of different approaches and collected ideas to fuel their own innovative practices.

    At the same time, it’s important to recognise that innovation cannot be thrust upon unwilling participants. Often, there is good reason for participants to resist top-down initiatives, however innovative their proponents believe them to be. This is particularly so in education. Participatory events such as this year’s conference can go some way towards ensuring a feeling of ownership as the participants construct their own knowledge and understanding of innovation as a concept, and the potential for innovating within their own sphere of work.

    One obvious measure of the relevance of the theme of a conference is the participation of the target audience during the event. By that reckoning, our 2014 conference was an unqualified success with over 110 speakers delivering sessions attended by 1,200 delegates from 27 countries. Our webcast sessions reached a further 3,012 viewers from 104 countries across the globe.

    The choice of the conference theme and the decisions around the relevant sub-themes were made along with our colleagues at the English and Foreign Languages University, Hyderabad, without whom not only this but previous editions of the Teacher Educator Conference would not have been possible.

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