ELTWeekly Vol. 4 Issue#34 | August 20, 2012 | ISSN 0975-3036
This paper is submitted by Dr. S.Venkateswaran, Prof &Head, Regional Institute of English, SouthIndia, Bangalore and S. Gayathri, Research Scholar, Bharathiar University, Coimbatore.
English language teaching scenario has been changing from time to time and it is more so in the present context when English has acquired the status of the global language and knowledge of this language has become imperative for existence in the background of the era of globalization in tune and in accordance with the newly acquired status. The role of English language has become one of a language that has become a medium of social interaction and a language in the work place context. This language which has considered hitherto a library language in Indian context has become a language of not only social interaction but also a language for knowledge construction and expression and thus a tool for communication in the global village.
In this background this paper attempts to find the implications of such a scenario for teaching English as a second language in the Indian classrooms which are highly heterogeneous in sample and multilingual in nature. The National Curriculum Framework 2005 has also underlined the importance of teaching English with a sole objective of developing the ability to communicate through the use of Listening, Speaking, Reading and Writing skills. In other words it has set the objective as developing the ability in the use of the target language to be fluent, accurate and appropriate resulting in becoming proficient users of the target language. In the limited exposure situations will it be possible to realize the objectives and what would be the role of the teacher in such a context. This paper thus attempts to find answers to the issues addressed and to suggest alternatives for realizing the objectives in the context if realization becoming possible.
The objective realization depends more on the classroom teacher besides using learner friendly, teaching learning materials and making teaching interesting to the learners and participatory. This calls for addressing the issue in relation to the teacher who besides being the facilitator of learning will have to plan and think of other possibilities in making classroom processes more effective. In other words the teacher of English will have to acquire language competence and pedagogical competence. Competence related to pedagogy includes the ability to effectively transact the content, become aware of the shifts taking place in the area of ELT in relation to classroom methodology, curricular reforms and evaluation reforms besides approach to content development and so on.
This means the teacher will have to focus on developing himself/herself and get empowered. Teacher Development is thus an ongoing lifelong flexible process with a focus on the above. Teacher Development is self empowerment process. Teacher Development which is continuous and thus Continuous Professional Development is a process which includes in it the ways of becoming aware of the trends through various other means of.
Continuous Professional Development involves the following
- A positive attitude
- An open mind
- The readiness to accept changes
- Getting prepared to change roles from that of a facilitator of learning to change agent and thus to be learner throughout
- Acquiring decision making skills
- Try out different practices
- Looking for opportunities to have differing experiences
There cannot be two different opinions on the need to develop and make it continuous. This should be possible through
- Practicing teachers taking advantage of all the experienced and expect practitioners in the field to
- Reading readily available articles written by experts
- Participating in online events
- Finding an active role in workshops conducted and take part in discussions, ideas, opinions and feelings
- Participating in virtual conferences
- Involving in collaborative learning and teaching
- Undertaking programmed action research projects
- Peer observation
- Getting oriented to reflective practices through self evaluation and feed back
- Organizing or becoming a member of self help groups with light minded individuals as members
- Becoming digitally literate
- Undertaking collaborative projects
- Engaging in new professional activities
- Maintaining diaries, portfolios of learners and self teaching plans
- Writing self experiences for sharing with others and for feedback.
The above are a few ways of one getting involved in CPD in a very informal manner. CPD can also be formal for instance a teacher can think about professional development by enrolling. Further as CPD focuses on the quality improvement of the individual and as it is not only getting to terms with the changes but also preparing oneself for becoming a successful performer. It can be also through one becoming aware of the strengths and the use of technology and In the process of development and carrying forward to classroom transaction and management. This is possible by becoming part of what are called ePD courses. An internet-based electronic professional development course for English language teachers can allow any teacher with access to a computer and the internet to participate.
The vast majority of the English language teachers believe that professional Development (PD) appropriate for their pedagogical environment was essential. Richards and Farrell (2005) indicate that:
The pressure for teachers to update their knowledge in areas such as curriculum trends, second language acquisition research, composition theory and practice, technology, or assessment is intense and it is the school and the classroom that provides a major source for further professional development
The two greatest benefits of the courses are
- It is accessible to anyone with an internet connection and;
- It does not require a specific timetable, that is, participants do not have to attend a particular location at a precise time. This is any time/any place learning.
An e-learning course should,
- be immediately appealing and accessible;
- allow for reflection;
- be logical and methodical;
- be clearly of practical use;
- present material both linearly and holistically; and
- contain much visual and audio material.
In developing countries, English language teachers are often working in areas where teacher development courses and further or higher education institutions running PD courses are not readily available. Sending teachers, heads of department or teacher trainers on short term teacher development and learning courses can be both expensive and logistically complicated.
An electronic professional development course which is supervised and supported via the internet has the potential to alleviate many of the intrinsic problems associated with attending a face-to-face PD course. An electronic professional development course based on the Action Research paradigm has the capacity to be pedagogically and culturally empathetic in meeting the specific contextual needs of the participants.
Websites, such as teachingenglish.org.uk, tefl.net, eslcafe.com, teachers.tv, tefl.com have increasingly enabled pedagogical interest groups to form and provide expert information and ideas. Through discussion groups and message boards within these sites, English language teachers have been able to join online teacher communities where they can share pedagogical knowledge, ideas, lesson plans, specific information on geographical areas, schools, and even information pertaining to personalities within the industry. This electronic connectivity has benefited all those who have chosen, or are in a position, to use the medium, but most specifically, those in remote areas without access to physical communities. (Pledger & Mitchell, 2005).
Thus a professional development course for English language teachers can be delivered effectively electronically, through the medium of the internet, be supervised via a dedicated website. Electronic provision of a professional development course for teachers can enable extensive connectivity between a participant, course material, a course provider and between course participants. Personal Learning Environment can be provided within an electronic Professional Development course.
To sustain once professionalism and to continue to grow as professionals; teachers need to be life long learners and have a quality achievement as the goal. In their development teachers must become aware of the need to sustain their learning, and accommodate differing teachers believes and learning practices. In such a scenario a developing teacher will have to be patient, determined, persistent, collaborative, informative, persuasive and positive.