Philippa ColemanJasmin Christie & Sandra Contreras

Institute of Continuing & TESOL EducationThe University of Queensland (ICTE-UQ)

Added Value in Professional Development Training for English Language Teachers:

A Case Study from Northern Chile

Title

Teachers from Region II

SponsorsFundación Minera Escondida

• Phase 1 - English and Methodology for Teaching Purposes program (EMTP)

• Phase 2 - follow up support for teachers

• Phase 3 – on-going impact of Phase 1 & 2

Project Phases

Phase 1 - ‘Immersion Experience’•10 January– 3 February 2006

•Brisbane

Brisbane

Course Components• English language development• English language teaching methodology• Classroom observation, peer teaching• Assimilation of Australian lifestyle & culture through

homestay experience• Tourist & cultural activities

• 2 October – 7 October 2006• School visits in Calama, Tocopilla, Antofagasta, Taltal,

San Pedro de Atacama• Class observations and feedback with teachers• Meeting principals, sostenedores, mayors, teaching staff

and students• Tour of school facilities

Phase 2 – ‘Apoyo en situ’

Using visual stimuli

Integrating technology

Involving students

Interactive activities

Motivating students

A variety of activities

Adapting materials

“When I try to use English in class, I feel my students are also willing to speak

English.”Korean Teacher

1. Are there any differences in your thinking and attitudes towards English language teaching now?

2. Is there anything you do in your classes now that you didn’t do before?

3. Is there anything you do more of (or less of) now? 4. Do you notice any changes in your students’ behaviors

attitudes and learning in English classes?

Questionnaire

• Teacher language• Teacher attitudes• Teacher methods – planning and delivery• Teacher methods – oral communication• Student attitude and student language

Data categories

• Heightened awareness of student needs and goals →

impact on lesson planning & materials selection/adaptation

• Greater focus on oral communication

• Positive reaction from students

Key features

“I must develop to choose what is right and helpful to my students and the importance to know them and their needs to help them meet

their goals (and mine too)…” Teacher 3

“…giving importance to their previous knowledge and their personal skills…”

Teacher 3

“They are speaking more. Why? Maybe because they feel more confident and I am

giving them more chances to speak.”Teacher 4

What can we learn from Region II teachers?

• Teachers’ increased use of English encourages students to use English

• Students keen to participate when teachers provide interesting, meaningful opportunities for using English

• A lenient approach to learner error encourages students to use English

Key outcomes

• Personalising lessons enhances student interest

• Teachers are meeting student needs by adapting textbooks and selecting appropriate interesting materials

• Growing student awareness of importance of English

Key outcomes

“I avoid using Spanish [in my lessons] as much as possible. I do my classes in English

most of the time. At the beginning my students complained, but now they don’t. They’ve

become accustomed.”

Sandra Contreras