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Файл:Практикум по профессионально-ориентированному общению. Профессиональная коммуникация учителя английского языка. Учебное электронное пособие.pdf
(de Vaus, 2002; Dörnyei, 2009). Responses were facilitated through local offices of
the British Council and the researchers’ professional contacts and resulted in a very
large database, numbering 4,696 responses from 144 countries. Twelve countries
returned 100 responses or more: Italy (559), Brazil (293), Turkey (283), Palestine
(240), Egypt (204), Colombia (183), Latvia (161), Lithuania (133), South Korea
(125), Croatia (116), India (101) and Macedonia (101). A further 14 countries
returned over 50 responses: Ukraine (99), Spain (98), Poland (86), China (80), Russia
(77), Nigeria (70), the UAE (70), Georgia (68), Argentina (62), Taiwan (61),
Tanzania (58), Bangladesh (56), Azerbaijan (53), and Jordan (53). In relation to the
survey responses, which draw on non-probability ‘opportunity’ sampling, it should be
recognised that they represent reported practices rather than provide conclusions
about actual practices. The survey items drew on the literature on survey design (see,
for example, Dörnyei, 2009; Oppenheim, 1992) and were piloted with ten potential
respondents in ten different geographical regions. There were six sections, which
required information relating to: 1) demographics (location/type of school,
qualifications/ years of experience, English proficiency); 2) English teaching in the
country; 3) the school; 4) the class and activities used; 5) syllabus planning; 6)
teachers’ opinions about challenges, improvement and change. A range of closed,
ranked, and open-ended items was used in order to gain mainly quantitative but also
some qualitative responses. The cross-sectional observational case studies were
undertaken by the researchers with five teachers in different international locations:
Africa (Tanzania), Asia (South Korea), Europe (Italy), the Middle East (the UAE),
and South America (Colombia). The locations were selected to give as diverse a
perspective as possible on teacher practices and approaches across the world. As the
sample is opportunistic and purposive, it provides illustration rather than
representation. A consistent methodology was used for all five cases.
1. Teachers were contacted either through local contacts or because they
volunteered in the survey to be observed.
2. At the school site, teachers were asked in an initial interview for
preliminary information about the class/students, the purpose and plans for the lesson,
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and for any other information relevant to the observation. Teachers also provided
relevant documents (policy and syllabus documents and classroom materials).
3. Each observation was audio-recorded and field notes taken by the
researcher.
4. Post-observation interviews were conducted. Transcripts were made of all
the interviews.
Details of the case study contexts are as follows:
1. Colombia: one Grade 4 class was observed in a state school in a suburban
location in a low socio-economic neighbourhood in the south of Bogotà. The teacher
was male and in his late fifties.
2. Italy: one Grade 3 and two Grade 5 classes were observed in a state
school in a medium-sized, relatively wealthy town in Northern Italy. The teacher was
female and in her early fifties.
3. South Korea: a mixed Grades 1 and 2 after-school class was observed in a
state school just outside the centre of Seoul. The teacher was female and in her late
forties.
4. Tanzania: one Grade 1 and one Grade 4 class was observed in a rural state
primary school about 8 kilometres from a medium-sized town in central Tanzania.
The teacher was female and in her mid-to late fifties.
5. The UAE: two single sex (boys) Grade 6 classes were observed in a
model state school in a rural location in Abu Dhabi. The teacher was male and in his
mid-forties. These cases provide a snapshot of current practices each obtained in one
location on one teaching occasion. They illuminate and complement the quantitative
data but cannot claim to be generalized interpretations of ongoing practices in the
classrooms concerned or in the wider practices at national levels.
(Garton S., Copland F., Burns A. ‘Investigating Global Practices in Teaching English to
Young Learners’ // ELT Research Papers 2011 № 01 pp. 9 – 10)
Project point: Teaching Materials Development and Implementation
112
Work in two groups.
Group A: Imagine you are planning to launch a project on teaching materials
development and implementation. Describe
a. the objectives,
b. the stages
c. the envisaged outcomes.
Group B: Imagine you are planning a research of teaching materials implementation
in the city schools. Describe
a. the methodology issues
b. the stages of the research
c. the context of the research
Present your findings to the other group and discuss the strengths and limitations.
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Checklist: discussion and project work done during the course
Discussion or project topic I know how to
do this
Discussion: Blended classroom Vs Extended
classroom approach
Discussion: Learner Autonomy
Discussion: Term Systems Correlation and
Communicative Failure
I have done
this
Project: TESOL Capacity and Teacher
Development Potential
Project: Teaching Materials Development
and Implementation
114
Abbreviations
BE Business English
CALL Computer assisted language learning
CLIL Content and language integrated learning
CLT Communicative language teaching
CMC Computer mediated communication
CPD Continuing professional development
CUP Cambridge University Press
DDL Data-driven learning
DGBL Digital games-based learning
EAL English as an additional language
EAP English for academic purposes
EFL English as a foreign language
EGAP English for general academic purposes
ELT English language teaching
ELTJ English Language Teaching Journal
ESAP English for specific academic purposes
ESL English as a second language
ESOL English for speakers of other languages
ESP English for specific purposes
IATEFL International Association of Teachers of English as a Foreign
Language
ICT Information and communications technology
IWB Interactive Whiteboard
KWIC Keyword in context
LMS Learning management system
LSP Languages for specific purposes
MALL Mobile assisted language learning
NA Needs analysis
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NNS Non-native speaker
PBL Problem-based learning
PLE Personal learning environment
PLN Personal learning networks
ProjBLL Project-based language learning
SIG Special interest group
SLA Second language acquisition
SMS Mobile phone-based text messaging
TESOL Teaching English to speakers of other languages
TOEFL Test of English as a Foreign Language
UCLES University of Cambridge Local Examinations Syndicate
VC Video conferencing
VLE Virtual learning environment
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Bibliography
1) Borg S., Al-Busaidi S. Learner autonomy: English language teachers’
beliefs and practices // British Council ELT Research Papers. Volume 1.
Edited by S. Sheehan. London: British Council 2013
2) Garton S., Copland F., Burns A. Investigating Global Practices in
Teaching English to Young Learners // ELT Research Papers 2011 №
01, p. 9 – 10.
3) Innovations in Learning Technologies. Ed.by Gary Motteram. London:
British Council , 2013. 197 p.
4) Kolesnikova I.L., Dolgina O.A. A Handbook of English-Russian
Terminology for Language Teaching
5) Padwad A., Mammadova R., Bee Tin T. Teacher Involvement in
Language Education: Materials Development and Implementation. //
National Development, Education and Language in Central Asia and
Beyond. Edited by H. Coleman, J. Gulyamova and A. Thomas, - Edited
proceedings of the 6th International Language and Development
Conference: ‘Linguistic Challenges to National Development and
International Co-operation’. Tashkent: British Council Uzbekistan,
2005. 150 p
6) Pasanen P. Extracting terminological information from texts. //
Journal
of the International Institute for Terminology Research Journal Vol. 21,
2010. 12 p
7) Sokol A., Lasevich E., Jonina R., Dobrovolska-Stoian M. A thinking-
based blended learning course in an upper secondary school in Latvia //
Blended Learning in English Language Teaching: Course Design and
Implementation Edited by B.Tomlinson and C.Whittaker. London:
British Council, 2013
117
Electronic Resources
1) Allen M. What is Continuing Professional Development (CPD)? //
Jobs.ac.uk, 2013. URL: http://www.jobs.ac.uk/careers-advice/managing-
your-career/1318/what-is-continuing-professional-development-cpd (дата
обращения: 11.09.13)
2) Bilsborough K. TBL and PBL: Two learner-centered approaches //
Teaching
English. British Council. BBC World Service. 2013. URL:
http://www.teachingenglish.org.uk/ (дата обращения: 11.09.13)
3) Blumberg Ph. Learner-Centered Teaching // USciences: University of the
Sciences in Philadelphia, 2013. URL:
http://www.usciences.edu/teaching/Learner-Centered/ (дата обращения:
11.09.13)
4) Drame A., Schmitz K.-D. Improving Terminology Management Skills. //
GALAxy Newsletter: Q1, 2009. URL: http://www.gala-
global.org/articles/improving-terminology-management-skills-0 (дата
обращения: 11.09.13)
5) How to efficiently use professional networking sites? // Approach People
Recruitment, 2013. URL:
http://www.approachpeople.com/candidates/newsletter/articles/networking/
(дата обращения: 11.09.13)
6) Teaching English. British Council. BBC World Service. 2013. URL:
http://www.teachingenglish.org.uk/ (дата обращения: 11.09.13)
7) Types of web resources for language teaching.// English Teaching Lab, 2007.
URL: http://englishteachinglab.blogspot.ru/2007/09/types-of-web-resources-
for-language.html (дата обращения: 11.09.13)
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Электронное издание
ПРАКТИКУМ ПРОФЕССИОНАЛЬНОГО ОБЩЕНИЯ
Электронное учебное пособие
Автор-составитель
Енбаева Людмила Валерьевна
Компьютерная верстка – А.В. Костицина
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