training the (non) natives – a comparison of issues on teacher training courses nick kiley teacher...
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![Page 1: Training the (Non) Natives – A Comparison Of Issues On Teacher Training Courses Nick Kiley Teacher Training Manager Apollo Education & Training (International](https://reader035.vdocuments.net/reader035/viewer/2022081518/5514a36155034640138b4a22/html5/thumbnails/1.jpg)
Training the (Non) Natives – A Comparison Of Issues On Teacher Training Courses
Training the (Non) Natives – A Comparison Of Issues On Teacher Training Courses
Nick Kiley
Teacher Training Manager
Apollo Education & Training (International
House)
![Page 2: Training the (Non) Natives – A Comparison Of Issues On Teacher Training Courses Nick Kiley Teacher Training Manager Apollo Education & Training (International](https://reader035.vdocuments.net/reader035/viewer/2022081518/5514a36155034640138b4a22/html5/thumbnails/2.jpg)
What’s it all about?What’s it all about?
• The people we train
• What we train
• The difficulties / issues they have
• Reflection on how EFL courses / methodologies fit with the Vietnam context
• Thoughts on what’s required
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The traineesThe trainees• Cambridge CELTA
o Native-speakers
o Non-native speakers (European)
o Non-native speakers (Vietnamese)
Experience of teaching English
Experience of teaching other subjects
No classroom experience
• ‘Local teacher’ training courses
o Vietnamese teachers of English (vocational colleges)
Previous teacher training
No previous teacher training
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Approaches taughtApproaches taught
• Communicative Approaches
o Presentation; Practice; Production (PPP)
o Task-Based Learning (TBL)
o Test-Teach-Test (TTT)
Discovery Approach
Lexical Approach
Student-centred Learning
Learner Training
![Page 5: Training the (Non) Natives – A Comparison Of Issues On Teacher Training Courses Nick Kiley Teacher Training Manager Apollo Education & Training (International](https://reader035.vdocuments.net/reader035/viewer/2022081518/5514a36155034640138b4a22/html5/thumbnails/5.jpg)
Contrast with ‘traditional’ approaches?Contrast with ‘traditional’ approaches?
• Grammar translation
• ‘Rote’ learning
• Direct method
• Teacher-centred
• Emphasis on grammatical accuracy over communicative competence
• Vocabulary taught in single-item units
• Reading used as primary source of language input
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Native Speakers - The ChallengesNative Speakers - The Challenges
• Language awareness
• Grammar; lexis; phonology
• Previous language learning experience
• Limited / ‘traditional’ approaches
• Lack of awareness of target culture
• Lack of awareness of students’ L1 language systems
• Previous experience teaching English
• Habits - formed through ‘trial and error’
• Unclear career goals
• Unclear personal goals
• Inter-trainee cultural awareness
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Non-native Speakers - The ChallengesNon-native Speakers - The Challenges
• Fossilisation
• Own English Level
• Confidence
• Cultural differences
• Educational background
• Other trainees
• Trainers
• Access to resources
• Cultural / work expectations
• Student expectations about classroom use of L1
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Benefits of Training in Communicative Approaches
Benefits of Training in Communicative Approaches
• Emphasis on student communication
• Less focus on teacher
• Receptive skills (reading; listening)
• Emphasis on strategies
• Integrated Approach
• Interactive / communicative activities = ‘interesting’
• Several approaches (TBL; TTT etc.) focus heavily on students’ needs
• Emphasis not necessarily on grammatical accuracy
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A Quiz…A Quiz…
When Vietnamese teachers of English come on our training courses, what do they say are the biggest problems facing them?
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Challenges of converting communicative approach training to Vietnamese classrooms
Challenges of converting communicative approach training to Vietnamese classrooms
• Class sizes
• Most approaches and techniques taught can be converted to larger classes
• Resources
• Requires adaptation
• Students as resource / creators of resources
• Own language / confidence
• Using texts as a learning resource
• Learner training
• Differentiation between ‘teaching’ & ‘learning’
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Who Wants to be a (TEFL) Millionaire?Who Wants to be a (TEFL) Millionaire?(Answer = Nick)
• Question One (Worth: Past Simple)
• Who finds the training courses hardest?
• Answer: The School Cleaner…
• Question Two (Worth: Passive voice)
• How easily can communicative approaches be adapted to Vietnamese classrooms?
• Answer: Fairly, depending on your situation
• Question Three (Worth: Future perfect continuous)
• Why should we bother with communicative approaches?
• Answer:
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So, what does the future hold?So, what does the future hold?
• Openness of Vietnamese teachers to new methodologies
• Cascading?
• Development of training courses relevant to Vietnamese situation?
• Integration of methodologies and Vietnamese experience
• More English teachers required by government
• More Vietnamese move into teacher training?