English for Employability - ATFP - Tunisia English … for Employability - ATFP - Tunisia English Teacher ... Course structure Modules 2 and 3 of the TKE ... All trainees are expected

English for Employability - ATFP - TunisiaEnglish Teacher Training Proposal

April 2011

The United Kingdom’s international organisation for cultural relations. We are registered in England as a charity. © British Council, 2011

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Contents Page

Introduction 3

Phase 1 – Teacher Training 4-6

Phase 2 – Train-the-Train 7-9

Phase 3 – Materials writing workshops 10-12

Phase 4 – Mentoring and Shadowing 13

Timeline of Key Activity 13

British Council provision 14

Costs 15

Annex 16

• Appendix 1- An overview of British Council’s TKT Essentials course 16

• Appendix 2- Common European Framework of Reference (CEFR) levels 17

• Appendix 3- CEFR levels and International exams 18

• Appendix 4- British Council websites to support learners of English 19

• Appendix 5a-British Council’s Continuing Professional Development Framework for Teachers of English

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• Appendix 5b- Details of the British Council’s Continuing Professional Development Framework for Teachers of English

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• Appendix 6- Screenshot of the British Council’s TKT Essentials Online course - Module 1

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• Appendix 7- Screenshots of the British Council’s TKT Essentials Online course - Module 2 and 3

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Introduction

The Tunisian Ministry of Vocational Training and Employment (MoVTE), specifically the Tunisian Agency for Professional Training ATFP, wishes to begin to address the need to develop and upgrade the teaching skills of the current teachers in Vocational Training Centres in Tunisia. Within this context, the interim Minister has identified English as a strategic priority. The British Council would like to offer the following proposal as a means of beginning to address this issue while also considering the need to develop training capacity for the future. Our proposal is based on extensive research carried out over the last three years into Tunisia’s English language needs for the world of work and the availability of a considerable and growing resource of British Council English products.

We propose to enhance the pedagogical skills of teachers in the vocational training sector and thus, help to improve the learning of English for employability, by:

- developing a teacher training capacity specific for the development of English language skills development,

- identify and train a cadre of teacher trainers for the English sector,- mobilising human resources that could contribute to the implementation of national

language training for specialist teachers.

The Ministries ultimate goal is to improve the quality of professional development, in particular teacher training, in the sector by building trainer capacity at the national level.

In July 2010, the British council Tunis attended the First Seminar for English teachers in Vocational Training Centres (VTC) and has already provided resources to support the professional development of these individuals. We have visits a number of VTC to observe English teachers and obtain a better understanding of the learning environment. 73% of teachers, currently in the system, completed a Teacher Development Questionnaire, which included questions relating to Learners; Classroom management; Methodology; Professional development; Syllabus and lesson planning. The key objective of this questionnaire was to further identity the needs of the teachers and then decide how best to build on their current knowledge of English language teaching.

The overall findings from these three sources included the need to:

Update current teacher skills including pedagogic language support. Support and development teachers via training workshops for lesson planning; teaching

methodologies/ approaches; assessment/evaluation of learners; materials writing; use of learning technology.

Following a recognised teacher-trainer course which is designed for L2 teachers. Train a cadre of teachers to become master trainers. Consider ways of mapping the key Vocational Educational components for the sector with

delivery of subject specialism delivered in Arabic/French by the subject specialists.

The key recommendation identifies in this proposal include:

• Phase 1: Teacher Training - systematic training based on the needs analysis carried out.• Phase 2: Train the Trainer - building a cadre of trainers for the Vocational Training sector.• Phase 3: Materials design - flexible in nature and can be delivered at a time best suited for

the trainees, and as agreed by ATFP and the British Council (BC) in Tunisia.• Phase 4: Mentoring and shadowing - continuing professional development of trainers after

the Train-the-Trainer course is completed.


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PHASE 1 - Teacher Training

AimTo develop the appropriate methods, skills, strategies and confidence of English teachers currently in the sector, by:

• building participants’ understanding of appropriate methods for teaching content through the medium of English using British Council Teach Knowledge Test Essentials (TKTE) materials - (see Appendix 1);

• developing the ability of the teachers in training (trainees) to understand and put into practice learner-centred approaches to teaching;

• expanding trainees’ abilities to manage classes effectively and use English with confidence in the class;

• increasing trainees aware of practical strategies and ways to continue to develop their teaching and professional skills;

• providing trainees with an internationally recognised qualification which is a first step on the ladder to higher level qualifications.

Profile of participantsParticipants will be English teachers currently teaching in Vocational training Centres in Tunisia. Their Level of English should typically be B2 - CEF level (see Appendix 2 and 3). There would be 14 trainees per group.

Course structureModules 2 and 3 of the TKE Essentials course would be approximately 80 hours.

The course would be delivered in weekly blocks, breaks between each intensive training workshop. Each block would be delivered as face-to-face teaching, for Module 2 (TKTE), with the option on online support and then Module 3 (TKTE 3). An indicative timetable is included below.

Each block could consist of 5 sessions per week of approximately 4 hours per session, including one day on online TKT review work. It is expected after each block, the teachers would sit the TKT international exam (mock or actual):

- Module 2 - Lesson planning and use of resources for language teaching - 9 units, plus Online Reviews and a mock exam (40 hours)

- Module 3 - Managing the teaching and learning process - 7 units, plus micro-teaching, Online reviews and exam prep (40 hours)

The trainees would be expected to do a substantial amount of self-study and would receive the materials beforehand with their timetables. They will also be expected to produce a portfolio of work which will consist of:

1. A written assignment based on an area to be chosen by the participant relating to the practical workshops and the relevant TKT module.

2. A journal, which will be a record of teaching practice including lesson plans, observation notes materials and reflections on lessons.

3. A learning plan and reflective learning journal.

A to tal of 2 modules equates to 80 hours of contact delivery.


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The course would be delivered in CENAFFIF, Rades (dates to be agreed)

Block 1- TKTE 2 Provisional Timetable

All trainees are expected to sit a TKT 2 mock exam (1 hour 20 minutes in length. Two parts to the exam with 80 objective questions)

British Council will make the necessary arrangements.


Monday Tuesday Wednesday Thursday Friday

Week 1Lesson Aims

Writing effective aims

Main aims, Subsidiary aims and personal aims.

Lesson plan components

Components

Planning

Lesson Plan

Individual lessons

Teaching approaches

Lesson stages

Frameworks

Schemes of Work

Longer-term planning

Planning courses

PractiseConsulting reference resources

Activities

Identifying appropriate resources

Finding resources

TKTE Module 2Online Review

Units 1 - 5

Week 2Coursebook materials

Coursebook issuesCoursebook materialsEvaluating coursebooks

Supplementary materials

Part 1Identifying supplementary materials

Supplementary survey

Supplementary materials

Part 2

Evaluating Supplementary material

Activity

Teaching Aids

Identification of aids for classroom

Advantages/ disadvantages.

Practise Exam for TKT Module 2

Results and Revision

Diagnosis and Consolidation of Topics

Analysis of questions and remedial work

Counselling and self-study material for Exam


Units 4 - 9

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Block 2 - TKTE 3 Provisional Timetable

All trainees are expected to sit TKT 3 exam (1 hour 20 minutes in length. Two parts to the exam with 80 objective questions)

British Council will make the necessary arrangements.

Course management and evaluationThe trainees would work closely with the ATFP before and during the course to ensure it is practical and useful for participants, as well as cost effective.

British Council would, as a matter of course, seek feedback from participants at regular intervals during the course and discuss this with ATFP.

Any concerns regarding trainees i.e. attendance, readiness for the TKT will be addressed at an appropriate time agreed between the ATFP and the BC.

Participants should be selected by the ATFP based on a minimum B2 level of English for effective participation in the course. British Council can assist with placement testing and selection if required.



Week 1Classroom Functions

• Giving instructions

• Concept questions

• Eliciting• Graded

language

Learner Language

• Clarification• Gestures• Conveying

meaning• Permission

Learner mistakes

• Errors• Slips• Mistake

s• Appropri

acy• Correcti

on code

Teacher roles

• Facilitator• Diagnostician• Motivator• Monitor• Planner

Micro-teaching


Units 1 - 3

Week 2Grouping students

• Interaction patterns

• Dynamic and static seating

• Pair, group and individual work

Giving Feedback

• Motivational• Autonomous• Peer

feedback• Common

language mistakes

• progress

Micro-teaching


Units 4 - 7

Practise Exam for TKT Module 3

Results and Revision

Diagnosis and Consolidation of Topics

Analysis of questions and remedial work

Counselling and self-study material for Exam

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PHASE 2 - Train-the-Trainer

AimThe aim of Train-the-Trainer is to create a cadre of local English teacher trainers in Tunisia for the Vocational Educational sector. It is envisioned that on successful completion of this course, the trainers would then be ready to cascade the TKT training to other groups of trainees, either as training blocks or as a full course over an agreed period. The British Council role would then be to mentor and shadow the trainers for some of the training and hold feedback sessions at agreed times.

The purpose of creating Tunisian master trainers is to develop a long-term sustainable cadre of trainer’s in-country. The aim of the course would incorporate the following:

• For participants to be aware of practical strategies to help them to continue to develop their teaching and professional skills.

• For participants to develop a critical awareness of their own teaching through observation and reflection.

• For participants to develop the necessary skills to deliver workshops.• For trainees to examine the principles behind the design, delivery and content of effective

teacher training workshops, as well as reviewing the process as a whole (Plan - Do - Review).

• Trainers becoming a mentors, facilitators, materials writers and knowledge providers.

Profile of participantsThe participants for this course should be practising teachers in the vocational sector in Tunisia. They will have successfully completed the TKTE teacher training blocks 1 and 2, with high attendance, very good micro-teaching comments, as well as passing TKT Module 3 exam with a high mark (Band mark 4 or 3). Their Level of English should typically be C1 (CEF).

The trainers in training would collectively have experience of teaching all areas of the curriculum in their mother tongue and experience of teaching through English.

Course structureThere would be a maximum of 18-20 trainees.The course could be delivered in a 2 or 3 week blockEach block could consist of 5 sessions per week of 3 hours per session. An Indicative timetable is included below.

The trainees would be expected to do a substantial amount of self-study and will receive the materials beforehand with timetables. In addition, they will be expected to work through TKT Essentials Online course, Module 1 (see screen shot below) to decide how they could utilise this resource for new English teachers entering the Vocational Training sector.

They will also be expected to produce a portfolio of work which will consist of:

1. A journal, which will be a record of teaching practice, including: lesson plans, observation notes materials and reflections on lessons.

2. A learning plan and reflective learning journal.3. A workshop plan designed collaboratively in groups.


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Train-the-Trainer Provisional Timetable

• All Trainees are expected to complete self-study and the tasks for homework.

• Attendance is paramount and trainees must take responsibility to obtain course notes from other trainees if they are unable to attend a session.

• Trainees are expected to complete the course successfully, which involves completing tasks within the allocated time. Success on the course is based on continual assessment; task fulfilment/completion; 80% attendance and participation.

• On successful completion of the course, trainees will be awarded a certificate from the British Council.

4 5 hours of practical workshops in Tunis (dates to be agreed) lead by a qualified BC trainer



Week 1

Course outline for participants

Introductory workshop

Designing a workshop

Part 1- Tasks for teacher education

Part 2- Tasks for teacher education

Session task-Understanding your Trainees Part 1

Pre-session task-Understanding your Trainees Part 2

Training skills 1

Training skills 2

Consolidation of trainer skills

Analysis of TKTE Online course, Module 1

Week 2

Teaching Writing skills

Designing a workshopKolb Learning Cycle

Motivating students with a focus on speaking skills

Mixed Ability Classes

Designing a workshop prep

Week 3

Presenting Grammar Creatively

Giving Instructions Part 1


Giving instructions Part 2

Classroom management

Round up

Review and consolidation


Micro-training of Stages from the designed workshops

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TKTE Online Course - Module 1

Screenshot of the British Council’s TKT Essentials Module 1 Online course

Pre-course Information

All trainees are expected to prepare prior to the course starting by reading relevant materials. In addition, prior to each session by completing self-study and reading supplementary material. The following are suggested conditions for the course:

All trainers work through TKTE Online course, Module 1

All trainees keep a reflective journal.

All trainees read the material beforehand for the following day’s session.

All trainees must ensure that they complete work for their portfolio at the requested time.

Trainees must be made aware that during the course, they are expected to do the required amount of work in order to complete the course successfully. It is the responsibility of the trainees to manage the course workload and notify the trainer if there are any problems which may affect this.


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PHASE 3 - Materials Writing Workshops

Aim

The aim of the course would incorporate the following:

• To raise participants’ awareness of published materials and internet resources available to support their teaching and how to use them effectively.

• To identify relevant material available from various internet sources.• To develop assessment and exam writing tasks.• To use and adapt ESP coursebooks for the Tunisian context.

Profile of participants

The workshops are for all Phase 1 and 2 participants of the training workshops

Course structure

There are maximum 20 trainees.The workshops would be delivered individually.

Each workshop w ould consist 3 hours per session. A total of 21 hours.

Workshop Themes – examples:


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Assessment

3 hour workshop

Exploring the different types of assessment activities and which best suit learners.

Open comprehension, true/false, matching, multiple choice, cloze tests etc

Choosing assessment activities

3 hour workshop

Informal and formal assessment

Diagnostic tests, placement test, formative assessment, proficiency tests, etc.


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Specialist English Practi ce- Internet resources

Part 1 3 hoursUsing resources specifically designed by the British council, participants will look at lesson plans using English for Specific Purposes

Areas covered: English for Engineers, Finance, Business, Medicine and Tourism.

Specialist English Practi ce- Internet resources

Part 2 3 hours

Using BC TeachingEnglish website to find resources for teachers.

Areas covered: Free teaching materials to downloadTraining courses and workshopsSupport for your professional developmentPolls and discussion Articles by and interviews with top writers Free papers and books to download

BC Internet resources

3 hours

QUICK LINKS TO BRITISH COUNCIL WEBSITES

Areas covered:

A comprehensive search using free resources.

Go4English webpage- For Arabic speakers.

Colour Code Key to workshops


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Using ESP books in the classroom

3 hours

Analysing ESP books for classroom use.

Areas covered: Adapting the course book for classroomsTeach the skill not the subjectFinding resources from course-books for class activities.

Handout session

Access to Internet and computers necessary

Working with ESP course books

Internet resources

3 hours

OTHER INTERNET RESOURCES

It is paramount that internet connection and laptops are provided for the e-resource workshops so that participants can access and navigate the sites. If the approved centre does not have the facilities, then these sessions can be delivered at the British Council premises.

PHASE 4 - Mentoring and Shadowing

The mentoring and shadowing training will be delivered once trainers begin to cascade the TKTE course to new Vocational Training teachers. The mentoring and shadowing support will be done through observations and feedback sessions with the cadre of master trainers at regular intervals.

It is hoped that this will be further supported by an e-platform for the cadre of master trainers particularly for those in remote locations.

The mentoring and shadowing will eventually be replaced by a Continued Professional Development framework (Appendix 5a and 5b) which the British Council can help to set-up.

It is envisaged that all trainers will be observed at least once and that regular feedback focus groups would be held fortnightly, or at times agreed by ATFP and British Council.

Plan of timelines of key activities / delivery stages

1) Teacher Training course (TKT), based on participants meeting face-to-face for a week at a time and 4 hours per day from Monday - Friday, with self-study work and a break in between blocks than we recommend a minimum of 1 month per module (Module 2 and 3). TKT results take 4-6 weeks.

2) Train-the-Trainer course (TrTr), based on participants meeting face-to-face 3 hours per day from Monday - Friday, with self-study work then this would take about 3 weeks.


TKT - Phase 1 Mentoring and Shadowing - Phase 4

TrT-Phase 2

Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8

Material writing workshops – Phase 3

Month 9 Month 10

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British Council provision

The British Council will provide the following:

1. MATERIALS

Copies of British Council TKTE modules 2 and 3 course material would be supplied by the British Council. However, the British Council would retain the intellectual property right of the materials when used in the cascade phase.

Portfolios would be provided for the trainees. The portfolios will consist of learning/reflective journals, lesson templates, lesson observations and a short project.

Train-the-Trainer booklets would be provided by the British Council.

All workshop materials would be provided by the British Council.

TKT Module 2 mock exam

Access to British Council learning and teaching websites (see Appendix 4)

British Council Certificates for Phase 1, 2, 3 and 4.

2. TRAINERS British Council will provide qualified and experienced teacher-trainers.

3. VENUE

The venue will be provided by the Ministry (MoVTE) at a suitable location, e.g. CENAFFIF. If internet access is unavailable, the British Council can provide the venue for the e-resources material development. Trainer costs are less expensive if delivery is at the British Council.

4. TRANSPORT

Transport for the trainees to the training venue will not be supplied by the British Council, but we would provide transport for our own trainers.

5. TKT EXAM

Exam venue for the individual TKT module tests.


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Costs

Phase 1: Teacher Training

The Teacher Training course is based on 2 modules of TKT and 80 hours.

Total costs for training 4 groups of English teacher =

TKT exam costs (Module 3) for 56 English teacher =

TKT course books for 56 English teacher =

E-moderation of TKT M2 and M3 Online Courses =

Phase 2: Train-the-Trainer

The Train the Trainer course is based on following a British Council English global products course of approximately 40 hours.

Total costs for training 20 trainers =

E-moderation of TKT M1 Online Courses =

Phase 3: Materials Writing Workshops

The Materials Writing workshops are based on approximately 21 hours of input.

Total costs for training 20 trainees =

Phase 4 : Mentoring and Shadowing

The observation and feedback of trainers is based on observing each trainer once.

Total costs for observing 20 trainers =

T otal cost of Professional Development Programme

would depend upon the elements selected .


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Annex

Appendix 1

Initial market research identified a global demand from English language teachers, Ministries of Education and other ELT providers for classroom support in the use of new teaching methodologies.

To meet this demand, the British Council decided to create a high-quality teacher methodology course based on the Cambridge TKT syllabus. The final TeachingEnglish – TKT Essentials course provides teachers with an introduction to the basic theory associated with a communicative approach to English language teaching. The focus of TeachingEnglish – TKT Essentials is on providing teachers with an introduction to methodology rather than pure practice for the TKT exam.

TKTE follows the TKT syllabus as specified by Cambridge ESOL: http://www.cambridgeesol.org/exams/teaching-awards/tkt.html

TKT Essentials face-to-face course comprises three modules, divided into a total of 34 units:

• Module 1 - Language and background to language learning and teaching (18 units)

• Module 2 - Lesson planning and use of resources for language teaching (9 units)

• Module 3 - Managing the teaching and learning process (7 units)

Each unit is intended to last approximately 90 minutes, although this may vary considerably depending on the experience of the teachers taking the course and their familiarity with communicative language teaching.

Who usually takes TKT?

• teachers who are preparing to take the TKT test – either because they feel a UK-accredited test improves their prospects of promotion or because it has been recognised and credited by their Education Department

• experienced teachers who want to refresh/update their knowledge of teaching theory in the communicative method

• experienced teachers who are not familiar with the communicative methodology and would like to understand its principles and practice

• Inexperienced teachers or teachers in pre-service training who wish to receive a basic grounding in teaching theory in preparation for teaching practice.


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Appendix 2

CEFR (Common European Framework of Reference) levels

ProficientUser

C2

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

C1

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

IndependentUser

B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situ-ations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

BasicUser

A2

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.


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Appendix 3

CEFR levels and international exams(Taken from http://www.cambridgeesol.org/assets/img/exams/cefr-diagram-large.jpg)

Appendix 4


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http://www.cambridgeesol.org/assets/img/exams/cefr-diagram-large.jpg

British Council websites to support learners and teachers of English

LearnEnglish BETA http://learnenglish.britishcouncil.org/en LearnEnglish BETA is a new portal that links to all of our websites for teachers and learners of English. The site includes hundreds of podcasts, videos, articles and games focusing on General English, Business English and Exams Preparation. New content is added on a weekly basis and you can sign up for our newsletter.

LearnEnglish Kids http://learnenglishkids.britishcouncil.org/en All your favourite games, songs, stories and activities are here – you can have fun and learn English too! You can search for your favourites, or have a look at the new Explore sector and find out where everything is. Become a member and you can add comments to the site and make your own cool character!

go4english http://www.go4english.com/ Go4English is an online community with English-learning tools developed for Arabic speakers. It aims to improve the employability prospects for children and young adults by using interactive games to improve their English language skills.

Premier Skills http://premierskills.britishcouncil.org Premier Skills offers teaching and learning materials based around football, including audio, video, and articles about the players, fans, and clubs. All materials on the site have interactive activities for learners and classroom ideas for teachers.

TeachingEnglish http://www.teachingenglish.org.uk/ is the award-winning British Council global home for English teaching on the web, which brings together everything busy teachers and educators need, from free classroom materials to ideas for development. Sign up to download materials for free.

Appendix 5a


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http://www.teachingenglish.org.uk/top-stories/teachingenglish-award

http://www.teachingenglish.org.uk/

http://premierskills.britishcouncil.org/

http://www.go4english.com/

http://learnenglishkids.britishcouncil.org/en

http://learnenglish.britishcouncil.org/en

http://learnenglish.britishcouncil.org/en

http://www.go4english.com/

http://premierskills.britishcouncil.org/

http://www.teachingenglish.org.uk/

British Council’s Continuing Professional Development Framework for Teachers of English

Appendix 5b


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Details of the Continuing Professional Development Framework for Teachers of English

Level Title British Council Courses

English level (CEFR)

UK ELT route

6 Expert E-moderator course

Teacher Development Course

C1+

TEFLQ dip in ELT/TEFL5 Advanced B2+

4 Proficient Certificate in Secondary ELT/TKT

Primary Essentials/TKT

B2+

3 Developing B1+

2 Developing - newly qualified

B1+TEFLI cert in ELT/TESOL

1 Starting English for Teaching/TKT

A2 –C2

For more information: http://www.teachingenglish.org.uk/transformAppendix 6


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Screenshot of the British Council’s TKT Essentials Online course - Module 1

Appendix 7

Screenshots of the British Council’s TKT Essentials Online course - Module 2 and 3


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English for Employability - ATFP - Tunisia English … for Employability - ATFP - Tunisia English Teacher ... Course structure Modules 2 and 3 of the TKE ... All trainees are expected

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