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A | SectionManaging Change in

English Language Teaching:

Lessons from Experience

Edited by Christopher Tribble

Managing Change in English Language Teaching:

Lessons from Experience

Edited by

Christopher Tribble

Managing Change in

English Language Teaching:

Lessons from Experience

Edited by Christopher Tribble

ISBn 978-0-86355-684-5

© British Council 2012

Brand and Design/B330

10 Spring gardens

London SW1A 2Bn, UK

www.britishcouncil.org

Contents

1

Contents

Foreword

John Knagg

Acknowledgements

Christopher Tribble

.....5

Overview

Christopher Tribble

.....7 Issues in ELT change management................................................................31 Projects and programmes: Contemporary experience in ELT change management

Rod Bolitho

.................33 Planning for success: Culture, engagement and power in

English language education innovation

David Hayes

................47 Understanding innovation in English language education: Contexts and issues

Denise E. Murray and MaryAnn Christison

..............61 Designing evaluation into change management processes

Richard Kiely

..............75 The cases: Policy and design........................................................................ ...91

Case 1:

Peacekeeping English in Poland

Mark Crossey ........................................................................

Case 2:

Mismatched perspectives: In-service teacher education policy and practice in South Korea David Hayes ........................................................................

Case 3:

Designing a 'Language-in-Education' planning strategy in Tunisia Hamish McIlwraith ........................................................................

Case 4:

The ETeMS project in Malaysia: English for the

Teaching of Mathematics and Science

Mina Patel ........................................................................

Case 5:

Materials design and development in English for the world of work in Turkey: Policy, strategies and processes Mike Scholey ........................................................................

Case 6:

Mind the gap: Language policy reform in Rwanda

John Simpson ........................................................................

Case 7:

Textbooks, teams and sustainability in Russia

Catherine Walter ........................................................................

Case 8:

Redesigning a blended learning course in Bosnia and Herzegovina:

Introducing new technologies for ELT

Claire Whittaker ........................................................................

2 | Contents

The cases: Implementation

....141

Case 9:

Making it work: A case study of a teacher training programme in China Lin Hong ........................................................................

Case 10:

The Teacher Training Colleges Project in Poland

Hanna Komorowska........................................................................ ...................................147

Case 11:

Change in Tamil Nadu, India

Clare O"Donahue ........................................................................

Case 12:

The Romania Textbook Project: Learning together, driving reform Ruxandra Popovici ........................................................................ .....................................159

Case 13:

Implementing the pilot stage of English in Action in Bangladesh: Negotiating the route to sustainable improvement in ELT classroom practice

Mike Solly and Clare Woodward ........................................................................

...........165

Case 14:

The Oman BA Project: ELT change implementation, process or event? Martin Wedell ........................................................................

The cases: Monitoring and evaluation

Case 15:

Measuring the impact of the PROSPER Project in Romania:

A learning experience

Mirela Bardi ........................................................................

Case 16:

The challenge of monitoring and evaluation in Sri Lanka Lesley Dick ........................................................................

Case 17:

Understanding washback: A case study of a new exam in India Rama Mathew ........................................................................

Case 18:

Redirecting a curriculum development project in Egypt Mona Zikri........................................................................

The cases: Embedding and dissemination

Case 19:

The English Language Teachers' Association (ELTA)

project for newly-qualified teachers in Azerbaijan Sue Leather ........................................................................

Case 20:

Embedding change in state education systems in Brazil:

The Paraná ELT project

Christopher Palmer ........................................................................ ...................................217

Case 21:

An early years bilingual schools project: The Spanish experience Teresa Reilly ........................................................................

Conclusion: Lessons learnt

...231

A summary of key lessons from the case studies

Paul Woods

...............233

Contributors

.............................247

References

................................263

Foreword

3 2 | Contents

Foreword

John Knagg OBE

Recognising the role of English in today's world and responding to demands in society, governments and educational authorities around the world have, in recent decades, made serious efforts to improve the teaching and learning of English in their schools, universities, and communities. Whether these reform programmes were implemented at national, regional, municipal, or institutional level, and whatever the levels of success they have achieved, they can, taken together, provide us with a substantial body of experience and knowledge about the best way to conceive, design, and implement English language projects. The British Council has built up substantial experience and expertise in the field of educational reform, with particular reference to the teaching and learning of English. Our hope is that this book will contribute to the successful im plementation of future reforms. It is designed to be a book of practical value; a resource which will help all those involved in projects, including political decision makers, educational policy advisers, project and institutional leaders and managers, teachers, and specialist consultants. We hope that all these groups will be able to draw from the experiences and insights described in this volume and that this will add real value to their projects. Indeed, if we have been truly successful, the collection should become a valuable part of the educational reformer's toolkit. Educational reform, like other forms of social change, is a process, not an event, and one that usually takes years, not weeks or months. We hope that our book will provide salutary lessons for those looking for quick results, underlining in particular the fact that time taken to involve all stakeholders in a reform process pays dividends in terms of achieving lasting impact. By the same token, educationalists need to be sensitive to the political dimension of reform programmes, which can involve the investment of large amounts of public money and time, and to understand the pressure that policy makers are under to demonstrate quick results. While the tensions inherent in this potentially contradictory relationship will not go away, we feel that a shared understanding of other stakeholders' agendas is essential, if the best outcomes are to be obtained. Similarly, in any educational change programme, adapting the behaviour of teachers in the classroom and sometimes challenging the expectations of students, their parents, and wider society are not easy tasks. It is also important that different elements in the educational equation be tackled in parallel, if lasting impact is to be expected. For example, the initial training of teachers and testing and assessment systems are key elements that have to be addressed, alongside the curriculum, textbooks and other resources, and the orientation of serving teachers.

4 | Foreword

The changing role of English in the world is the main factor driving the increased interest in these projects. More and more, English is seen as a basic skill necessary for organisations wishing to operate internationally and for individuals who wish to improve their employment prospects and engage with the wider world. This internationalisation of English means that the language no longer 'be longs' to people in the traditional English-speaking countries, if indeed it ever did. This book responds to the British Council's overall mission to work with peoples around the world to increase international understanding and respect. We live in a beautiful, diverse, and sometimes dangerous world. Part of the beautiful diversity is the 7,000 languages that we human beings speak. Each one of these languages carries a rich and glorious culture with it, and many of my colleagues at the British Council have had their lives enriched by contact with these cultures and languages. While English may be the leading international language in the late 20th and early

21st centuries, we must not forget that the languages that matter most are those in

which we speak to our grandparents and grandchildren. It is these languages which embody our particular cultures and constitute an essential part of our personal identity. I hope that this diversity will flourish.

John Knagg

OBE

Acknowledgements

5 4 | Foreword

Acknowledgements

A collection of this kind depends on the work of a large number of people, and all deserve a vote of thanks. First, and obviously, I would like to thank the authors whose work you will find in this volume. Their willingness to engage with the project, the quality of their contributions, and their promptness in responding to deadlines have made the whole process both rewarding and enjoyable. Two other people deserve a special acknowledgement. They are the British Council commissioners and managers of this project, Adrian Odell and John Knagg. Working in the background, they have ensured the intellectual consistency of the end product and the smooth development of the whole project. Without them (as in so many projects), nothing would have happened! I would also like to thank John McGovern for his invaluable advice in the early stages of the development of this book and Donald Watt for his meticulous copy editing. Thanks to the effort of all these people I have greatly enjoyed the preparation of this book. We hope that it will make a strong contribution to the field and that you, the reader, will enjoy reading it.

Christopher Tribble

Lecturer in Applied Linguistics, King"s College London

6 | Acknowledgements

6 | Acknowledgements

Overview

Christopher Tribble

8 | Overview

8 | Overview Overview

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