Welcome to the August issue of the NELTA ELT Blog!
George R.R. Martin says, “A reader lives a thousand lives before he dies. The man who never reads lives only one.”
Though human life is short lived, you can make your existence eternal by reading and writing. Actually, reading does not only give you pleasure but it takes you into the world of words and gives you a unique sense of feeling. Reading then makes you interact with multiple characters of yourself evolved when you encounter different characters and perspectives while you are reading. You then ponder upon ideas that you agree or do not agree with and sometimes challenge your own standpoints. Hence, by writing and sharing you take a reader into this journey and give them a new sense of life. So, we believe that reading and writing gives you opportunity to live a thousand lives before one goes to the deathbed.
The more you write, read and share, the more you feel pleased. This issue has become a sharing issue and we are sure that this issue will please many hearts. In this issue, you will enjoy reading a lesson plan by an English teacher in Philippines. Mee Jay Domingo shares his best lesson plan for teaching speech communication in English language class. You can read his lesson plan and adapt his ideas for communicative activities in your class.
Next, you can read an article on co-teaching by Chadani Pant Bhatt, an English Access Microscholarship Program teacher from Kanchanpur, Nepal. She reflects upon her experience of being a co-teacher and shares some hands-on ideas. Her article attempts to answer the questions such as what co-teaching is, what the benefits of co-teaching are, and how we can practice it in our classroom. She also offers some guidelines for effective implementation of co-teaching in a classroom.
Then, you can read about the two Access teachers’ experience of participating in a teacher training program in the USA. Bharat Babu Kahanl and Kalpana Paudel share about their participation in a three-week long teacher training program in South Carolina. Likewise, Madhukar KC, who was able to win a scholarship to attend the IATEFL’s annual conference this year, has compiled and shared abstracts from his and other different presenters who won scholarships to attend IATEFL conference in the past. His write-up gives information about how one should write abstract for the international conferences.
We wish you a happy reading and encourage you all to share the information that you accumulate with your colleagues.
We look forward to reading your comments to generate professional discussion on English teaching in EFL context.
For your ease, you can follow the link below to navigate directly to these write-ups:
Speech Communication in English Language Class: A Sample Lesson Plan
Mee Jay Domingo* ( firstname.lastname@example.org)
A. Students and Setting:
Students: The age of the students range from 16 – 17 years old (second year college students). They have been studying English since elementary. It is a heterogeneous class (students have different levels of proficiency) and they come from public and private secondary schools. English is considered as their second language.
Setting: The school is a state university with 35 students (Bachelor of Science in Nursing). It is a three-unit class (54 hours per semester); thus, three hours a week (one hour every Mondays, Wednesdays and Fridays). The Speech Communication class intends to enhance the speaking skills of the students in different contexts.
The lesson is premised on the idea that a thorough classroom discussion was done already as to the production of the critical sounds of English and the rules on blending. Thus, the lesson is intended for extended practice. Continue reading →
Co-teaching Concept and its Effectiveness
Chandani Pant Bhatt* (email@example.com)
What is co-teaching?
Two or more than two teachers teaching together by sharing their responsibilities and experiences is termed as co-teaching. According to Bacharach, Heck and Dank (2004) co-teaching is two teachers working together with groups of students; sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space. Co-teaching includes sharing the responsibilities of planning, instruction, teaching, using materials and taking evaluation of the students. Both teachers are responsible for differentiating the instructional planning and delivery, assessment of student achievement, and classroom management. Co-teachers develop the ability to exchange their ideas and concerns freely as they have their own knowledge, skills, and position. As co-teachers are intended to share the teaching responsibility in a co-teaching classroom, it develops an attitude, in the teachers, of sharing the classroom and students. Continue reading →
My Experience of International Access Teacher Training
Bharat Babu Khanal (firstname.lastname@example.org)
My curiosity to interact with global Access teachers was quenched when I got an opportunity to participate in English Access Microscholarship Teacher Training Programfrom 7 to 28 June, 2014 in the USA. The program was collaboratively organized by America-Mideast Educational and Training Services (AMIDEAST) and University of South Carolina. I was in a team of 24 Access colleagues especially from south Asia. Undoubtedly, I was with lots of enthusiasm to gain knowledge and skills in a well equipped training hall. Every moment was a part of learning for me with the people of language and cultural diversity. But, English was the only medium of communication throughout the program.
The orientation program on the first day helped us to be familiar with all the participants and program coordinator.We were welcomed by English Language Teaching (ELT) experts and English Language for Internationals, Second Language (EPI SL) teachers. Meanwhile the group interview helped us to become more familiar. We received a schedule which mentioned about the system for international participants. E.g.visa card from AMIDEAST, computer system and EPI email, Macintosh –Program and Tax form, health insurance, books for my tenure. After the orientation for training requirements, the program took a smooth speed. Continue reading →
Beyond Borders: Experiencing IATEL as a Global Forum
Mr. Madhukar KC* (email@example.com)
The insatiable nature of human is exemplified by my experience of attending last year’s IATEFL international conference at Harrogate, UK. Having had an opportunity to attend the annual international conferences organized by NELTA every year in February since 2007 was not enough for me. That rather intensified the strong urge to go beyond crossing the border for international exposure through professional networking with like-minded professionals across the globe. Thus my attendance at the 2014 IATEFL conference at Harrogate, UK, was made possible after I received the following email from Eryl Griffiths, the Coordinator of Scholarship Working Party (SWP), and I became one of few lucky NELTA colleagues to make my dream come true to attend/present at the international arena. Continue reading →
Journey of Professional Development Access Nepal to South Carolina
Kalpana Paudel* (firstname.lastname@example.org)
Recently, I got a golden opportunity to attend a three week-long Access teachers’ workshop in University of South Carolina, USA. The main aim of the workshop was to help teachers to understand American culture, develop understanding of recent developments in English teaching methodology and experience the American education system. Below, in this write-up, I share my learning from the same workshop.
What did I do?
The workshop began with an orientation program on June 8, 2014 followed by a group interview with the Faculties of University of South Carolina (USC). The main purpose of the orientation program was to provide teachers with the opportunity to know each other better and also to know the ‘Speaking and Listening Teachers’ of USC. Followed by orientation program, we had sessions on American culture, history, and methods of teaching English language classes. Most important of all, we did co-teaching classes on teaching language skills. In the second week of the workshop, we had classes on leadership development, classroom management. Also, we continued with the co-teaching in our regular classes. During the week three, we did class observation and learnt about the diversity of America.
Now, in the following section, I discuss what sessions and activities we did during the training. Continue reading →