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Title. Philippa Coleman Jasmin Christie & Sandra Contreras Institute of Continuing & TESOL Education The University of Queensland (ICTE-UQ) Added Value in Professional Development Training for English Language Teachers: A Case Study from Northern Chile. Teachers from Region II. Sponsors

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  1. 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 Teachers:A Case Study from Northern Chile

  2. Teachers from Region II

  3. Sponsors Fundación Minera Escondida

  4. 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

  5. Phase 1 - ‘Immersion Experience’ • 10 January– 3 February 2006 • Brisbane Brisbane

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

  7. 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

  8. Using visual stimuli

  9. Integrating technology

  10. Involving students

  11. Interactive activities

  12. Motivating students

  13. A variety of activities

  14. Adapting materials

  15. “When I try to use English in class, I feel my students are also willing to speak English.” Korean Teacher

  16. 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 didn’t 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?

  17. Data categories • Teacher language • Teacher attitudes • Teacher methods – planning and delivery • Teacher methods – oral communication • Student attitude and student language

  18. 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

  19. “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

  20. “…giving importance to their previous knowledge and their personal skills…” Teacher 3

  21. “They are speaking more. Why? Maybe because they feel more confident and I am giving them more chances to speak.” Teacher 4

  22. What can we learn from Region II teachers?

  23. 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

  24. 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

  25. “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 don’t. They’ve become accustomed.” Sandra Contreras

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