Dear friends,

We are here with the latest issue of ELTWeekly.

ELTWeekly Issue#11 contains an article by Kaushal Kotadia and Parul Popat “ICT in the teaching of English and Community Development”. In this article Kaushal and Parul have discussed Technologies, Internet and the World Wide Web connecting them to the ELT process.

The Expert Article column features an article titled “Communicative ELT Through Two Approaches” by Larry M. Lynch. As the title suggests, in this article Lerry has disccued two major ELT aproches.

The Subscriber Space column contains a research paper entitled “Teachers’ Training in Sudan” by Dr Ahmed Gasm Alseed and an article “Use of Audio-Visual Aids in Teaching English” by Nikunj Lad.

This week’s research paper is “Implications for Realizing the Potential of Computers in Schools” by HENRY JAY BECKER. 

The ELT events covered in this issue include:

- National Seminar on “ELT Methods and Materials: How Can We Make Them Interesting?” – University of Hyderabad

- Wales IATEFL Conference

- The 7th International TELLSI Conference, Yazd University, Iran

- The 4th Lancaster University Postgraduate Conference in Linguistics and Language Teaching, Lancaster, UK, and

In addition to all these, there is lot more content to explore in this issue.

Read the ELTWeekly Issue#11 by clicking here!

Have a great week ahead!

ELTWeekly Team

ELTWeekly

ELTWeekly Blog

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Here are the contents of ELTWeekly Issue#11:

- Tip of the week

- Quote of the week

- Worldwide ELT news

- Question of the week

- Video of the week: Future of English language teaching

- Worldwide ELT events

- Book of the week: Practical English Language Teaching: Pelt

- Expert article: Communicative ELT Through Two Approaches

- Featuerd Aticle: ICT in the teaching of English and Community Development

- Subscriber space: Research paper by Dr Ahmed Gasm Alseed (Teachers’ Training in Sudan)

- Subscriber space: Article by Nikunj Lad (Use of Audio-Visual Aids in Teaching English, Part 1)

- Cool ELT resources

- Research Paper: Implications for Realizing the Potential of Computers in Schools

- Word of the week: audacious

- ELT cartoon of the week

- Your Feedback.

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Practical English Language Teaching: Pelt 

By Marc Hegelson

BOOK DETAILS

• Paperback
• Publisher: Mcgraw-Hill College; Pap/Com edition (February 21, 2006)
• Language: English
• ISBN-10: 0073283169
• ISBN-13: 978-0073283166
• Price: $29.15

CUSTOMER REVIEW

Lovin (Hawai)

This text presents a wonderful foundation of information that summarizes and hits the main points of each of the basic topics pertinent to teaching ESL. It is an amazing resource for students who are just starting their study of ESL teaching and a great refresher/review for teachers who have been teaching for a while.

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How Exemplary Computer-Using Teachers Differ From Other Teachers: Implications for Realizing the Potential of Computers in Schools

By HENRY JAY BECKER

Abstract:

In a recent study of teachers who had reputations as being expert computer users, researchers at the Bank Street College of Education identified teachers who used computer software to provide intellectually exciting educational experiences (Sheingold & Hadley, 1990; Hadley & Sheingold, 1993). In the Bank Street study, the exemplary practitioners directly addressed curriculum goals by having students use a wide variety of computer software, including simulations, programming languages, spreadsheets, database programs, graphing programs, logic and problem-solving programs, writing tools, and electronic bulletin-board communications software. Over time and with experience, the teachers became enthusiastic about seeing their students exploit intellectual tools for writing, analyzing data, and solving problems; and they became more comfortable and confident about using computers themselves. Sheingold and Hadley (1990) provided a portrait of computer use that other teachers might aspire to and attain in their own teaching practice.

To read the full paper, please visit: http://www.citejournal.org/vol1/iss2/seminal/article1.htm

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iLoveLanguages.com

iLoveLanguages is a comprehensive catalog of language-related Internet resources. The more than 2400 links at iLoveLanguages have been hand-reviewed to bring you the best language links the Web has to offer. Whether you’re looking for online language lessons, translating dictionaries, native literature, translation services, software, language schools, or just a little information on a language you’ve heard about, iLoveLanguages probably has something to suit your needs.

Once known as The Human-Languages Page, iLoveLanguages is your biggest and best guide to language-related Web sites.

Explore http://www.ilovelanguages.com

ENGLISHTAG.com

ENGLISHTAG is a free website with Activities and Resources for English as a Second Language (ESL) students and teachers. 

Browse our sections and you will see a Level Test. In 50 Multiple Choice questions you can see your level. In Videos Section you can see ESL Schools, English lessons and Songs with english subtitles. Try your knowledge in our Quiz Game “Tag Quiz”. Play without loggin in! 

Find a teacher who teaches you English in Internet (webcam, email…). Meet people of any place in the world in our Penpals Section. In Resources section you can find many interesting links to English Literature, Online Dictionaries, Games and Online Courses. 

Explore http://www.englishtag.com

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Use of Audio-Visual Aids in Teaching English, Part 1

By Nikunj Lad

Today we are living in the 21^st century which is also known as “The Age of Technology and science”. Each & every fraction of human life is affected by it. Today’s education system is totally changed in comparison to antique one. Language teaching is not a stagnant progression but it is a vibrant procedure. It has forever been a challenge. So language planners & teachers have been trying to explore all the possible ways to make the language learning & teaching process more effective with the changing time. In the past the only visual aid obtainable for teachers to use in the classroom. Very hardly ever teachers with the help of some luminous students used to prepare hand- written charts for display on the classroom walls.

The growth of modern teaching techniques has revolutionized the schooling system at every Functional level. The teaching activity is no more constrained to the delivery of mind-numbing facts. It has changed into a dynamic and inspirational means of reciprocated communication. In other words we can say that, teaching is not only about paper, white//black board, marker, map, and picture. Teaching is about transferring knowledge to the students. In order to get a good result, the teacher should use the effective teaching aid. A teaching aid is a tool used by teachers, facilitators, or tutors to help learners improve reading and other skills, illustrate or reinforce a skill, fact, or idea, and relieve anxiety, fear, or boredom. The essentials of classroom management skills include audio- visual aids and all sorts of other teaching materials. To enhance an effective interaction and to achieve the curriculum objectives teachers are always on the lookout for suitable aids and materials. There is much kind of teaching aids such as: radio, tape-recorder, blackboard, pictures, computers, flannel board, charts, flash chards, models, film-strips, language-laboratory, digital-dictionary, television, lingua-phone, etc. 

What is a teaching aid?

Anything that helps in the teaching learning process is called teaching aid. (Latin: related to Ad-juvo help) 

TYPES OF AIDS 

AUDIO AIDS: Those aids which appeal to the ears only are called audio aids.

VISUAL AIDS: Those aids which appeal to the eyes only are called visual aids.

AUDIO-VISUAL AIDS: Those aids which appeal to the ears as well as eyes are called audio –visual aids.

CLASSIFICATION OF AIDS

AIM OR PURPOSE OF TEACHING AIDS 

- No effective teaching is possible without the help of appropriate aids. According to Francis W.Nol: “Good instruction is the foundation of any educational programme and audio-visual aids are component parts of that foundation”

(1) The main purpose of the audio-visual aids for the teaching of English is to enable the teacher to make his/er lesson more effective and interesting. 

(2) They are helpful to clear the concepts, interpretations and appreciations. 

(3) They help full even in increasing the knowledge, rouse interest and even evoke worthy emotion and enrich the imagination of children. 

In the words of Deva Singh: ”These aids help to acquire an indirect experience of the matter. The vocabulary and subject matter are well grasped. Power of observation and imagination develops. Interest in studies is sutianded, phraseology is elucidated and effective command of the language is gained.”

#The second part of this article will be published in the next issue.

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Teachers’ Training in Sudan

By Dr Ahmed Gasm Alseed, Associate Professor- Applied Linguistics, Faculty of Education-University of Gezira -SUDAN

1- The statement of problem:

The standard of many English language teachers in the Sudanese schools (primary and secondary) is far from being satisfactory. This problem will, of course, affect negatively the standard of English learners at all levels, specially the university graduate levels and post graduate ones, where English is used as a medium of instruction at colleges of medicine, engineering and technology. This represents a real threat and big challenge for the whole educational systems in the country.

2- Historical background on teacher training in Sudan 

English language was introduced in Sudan by the British to the country in 1889. At that time the British government was not enthusiastic about the spread of English in Sudan for the fear that it might cause political problems. This is why teacher training was not considered as an important issue in its polices.

Then  the British thought of training a small group of Sudanese to help them run the affairs of the country. Sir James Currie opened primary schools. English was taught by Egyptian teachers; Then by a group of Sudan Gordon Memorial college graduates.

The need for English teacher training was first began in 1929 in response to the report of the commission of inspectors who examined English at primary level and criticized the methods by which the syllabus was taught as well as the teaching of English at the college. The commission accused the Sudanese Staff members for being the cause of deterioration.

The Government responded positively to that report. In 1930 an in service teacher training course for all intermediate schools teachers of English was organized by Mr. Griffith. later, in 1937 De la ware commission recommended sending Sudanese teachers of English to  England for short training courses.

In 1948 the Intermediate Teacher Training College(I.T.T.C) was opened as a training section at Bakhat Er-Ruda Institute of Education.

Later, in 1959 the Girls intermediate Teacher Training Institute (G.I.T.T.I) was opened in Omdurman. Then, in 1970s an additional training college was opened in Omdurman for training men teachers to meet the need for more trained teacher which stemed from the expansion of education. The training programmes according to Gareeb Alla 2000: 16 “were more or less similar, based on the direct method and Audio Lingual”.

In 1972 the In- service Education Training Institute (I.S.E.T.I) was established with a support from the (UNICEF). The training system was described by Gareeb Alla 2000: 17 “It was something like a “distance training” where trainees were to come on a day release to meet their supervisors for feed back.

That system was, of course, not appropriate for English language teacher training.

Then in1979 a one year English teacher training for Intermediate stage was started as a substitution for the Diploma in TEFL which was formerly taught at Leeds in UK. During this course the focus in on the practical skills which the teacher will need in language awareness . But only a selective small group of teachers will luckily enjoy having this course. This because it required certain good standard level at English.

At the secondary stage there was no training Institution corresponding to the (I.T.T.I). Those teachers were only university graduates from various colleges which have nothing to do with the profession of teaching.

The existence of such teachers contributed a lot in spoiling what the intermediate teacher has built in the learners and in adding almost nothing to their stock of language.

This phenomenon was criticized and attacked by the conference held at university of Khartoum under the title “English in the Sudan” 1960-1963 as follows:

      It was assumed that anyone who held a degree from a university of Khartoum specialized in Arabic or History or taught English in the Intermediate schools was responsible for the decline in the standard of English teaching and the student performance. 

          In 1962 the Higher Teacher Training Institute (H.T.T.I) was set up for secondary school teachers. It offered a 4 year diploma in science and Arts. However, that institute was affiliated in 1974 to the        

university of Khartoum and promoted to a faculty status offering a degree of Bachelor in Education. Thus this affiliation to university robbed the Ministry of Education of a reliable source of steady flow of well trained teachers. 

        In addition, the faculty of education in Khartoum offered a post graduate diploma in TEFL to cater for in service English teacher training for the secondary schools. This diploma eventually became a prequisite for further English teacher training to master degree in TEFL.

      In 1995 the faculty of Education University of Khartoum offered an English training programme for the basic level teachers. It is a 4 year programme leading to the award of the degree of B.A (general). This programme was criticized by Gareeb Alla 2000:19 as:

“This programme follows the same system of the courses offered to the secondary schools teachers”.

The same programme was followed by the newly established faculties of education. However, the programme used in faculties of Education University of Gazira is designed to lead to the award of B.ED (Honor). This means it has different features and additional courses. 

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Pictures in the classroom

By Tarun Patel

Pictures could prone to be a great aid in the ELT process. Pictures give students information which does not require translation. Pictures can avoid long explanations in words which students would not understand.

Pictures also help students communicate incomplete information and so they leave space for the students’ imagination and creativity.

Here is an activity on using pictures in an ELT classroom;

Collect full length pictures of people from a clothes catalogue.

Cut off the heads and paste them on small cards.

Cut off the feet (and shoes) paste them on small cards.

Give a collection of cards to a group of students.

Ask them to try to match the heads and feet. Ask them to try to explain the matches they have made.

Please send your reflections on this activity. Mail it to info@eltweekly.com.

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Using Communicative English Language Teaching Through Two Approaches

By Larry M. Lynch

Communicative Language Teaching

Previously, in one of my articles I stated that I use the communicative language teaching through two approaches. The two approaches mentioned were:

• Content-Based Instruction (CBI)

• Task-Based language teaching (TBLT)

Advantages of Each One

Two good references to consult in this area would be “Approaches and Methods in English Language Teaching” by Jack C. Richards and Theodore S. Rodgers (CUP 2001) and “Second Language Teaching and Learning” by David Nunan (Heinle & Heinle 1999). I think both of these are widely available and cover communicative approaches to EFL and foreign language learning in extensive detail.

In a recent article post I went into the definition and differences in the two approaches in more detail. But to briefly speak on it here, an example of CBI would be when I’m teaching a course on 21st Century Tools in ELT in which another professor and I team teach the use of CALL, multi-media, realia and other tools in the EFL / ESL classroom. The course is taught in English but it is not an English course. The focus is on learning the use and application of additional technology and techniques by “technology-challenged” teachers.

An example of TBLT

An example of TBLT on the other hand, would be having learners use the English language to complete an activity or perform a task. If I concept-check that Chinese language learners know the needed Chinese to do so, then send them to a Chinese restaurant to interact with the staff and other diners and have lunch, that would be TBLT.

Based on the learners’ needs, location, intrinsic and extrinsic motivational factors, among others, both approaches would have advantages and disadvantages. I’ll elaborate on this a bit more later, in upcoming article posts.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, expert author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 120 countries. Get your FREE E-books, English language teaching and learning information at: http://bettereflteacher.blogspot.com
Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Contact the author at the above blog address for more information.

Article Source: http://EzineArticles.com/?expert=Larry_M._Lynch

http://EzineArticles.com/?Using-Communicative-English-Language-Teaching-Through-Two-Approaches&id=1273584

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