in-service advisor (english) zonal education office , negambo. · in-service advisor (english)...
TRANSCRIPT
Ms. T.H.S.N.de Silva
In-Service Advisor (English)
Zonal Education Office , Negambo.
Paper presented at the Second Conference on
Bilingual Education (From 23 - 24 June, 2016
Education Leadership Development Center, Meepae)
BE teachers’ /Special Role and CLIL
In Service Teacher Training
Selection of the teachers
Action Plan & number of programmes
Planning and implementing
programmes
To recognize professional needs of
the BE teachers
To plan future training
programmes in more
accessible,successful and useful
manner
The target population of this
study , 38 bilingual teachers,
two ISAs and two subject
ADEs of Western Province
were randomly selected.
Need analysis
Informal / task based , small scale.
Data collection instruments
Reflective notes
Semi-stuctured interviews
First the content of the reflective notes were analysed under the following.
Notes written before the workshop /after the workshop
Before the workshop-
( The Strengths of the teachers/problems or uncertainities/needs or expectations )
After the workshop - / the impact and future needs
sample Area selected
ISAs
- One science
ISA
- One maths
ISA
CLIL- familiarity
Observing BE
teachers
Guiding BE teachers
Attending BE
training sessions
Reasons
None of them were aware of CLIL
No positive response was received for the area except regarding observing teachers –only the science ISA has observed BE teachers
sample Area Selected
Two ADEs-
science and
maths
Programmes targetted at BE
teachers under their subject
Programmes targetted at BE
learners under their subjects
CLIL
Attending BE teacher
training programmes
Maths Science
Student/teacher based programmes- included in English action plan.
No time to attend CLIL training programmes
Haven’t heard or seen the model CLIL lesson
Student/teacher based programmes- included in English action plan.
Invited ,but couldn’t attend.
Has seen a copy of the model CLIL lesson plan
Knows the content and observes teachers
Strengths Expectations
To know about CLIL 12
To find some easy methods to teach vocabulary
08
To know how to improve students’ writing
05
To know how to plan and implement CLIL lessons
17
To know what BE is 01
A method to cover the syllabus parallel with L1 teachers
06
Before the workshop
ExpectationsAfter the workshop
Doubts clarified/achievements
59.1826.53
2
12.24
CLIL
Language
teaching
methods
BE
Time Mgt.
18.57
31.4241.42
7.14 1.42
How to use
L1/L2
BE tr's role
CLIL
Lang.teach
ing
MethodsBE is not
ME
Doubts-Before the workshop
After the workshop-clarified doubts /achievements
28.94
50
10.52
10.52 use of
L1/L2
BE tr.'s
role
Selecting
SS
Attendin
g Tt.Pro
uncertainities Problems...
Regarding the use of L1/L2
11
Regarding BEteacher’s role
19
Regarding selection of students for BE
04
Regardingattending to teacher training programmes
04
L2 competency of the teacher
13
Methodology 05
Poor language skills of the students
10
Covering the syllabus
07
Lack of Subject specialised knowledge
03
Before the workshop
Expectations
After the training- Needs
26.31
14.03
28.07
8.77
22.8
Teacher's
Guide
Assistance
from ISAs
Further CLIL
Ttr.
Demo. On
CLIL
Improving
Trs'L2
Clarifying doubts/fulfilling expectations
Future Needs
Use of L1/L2 13
BE teacher’s role 22
CLIL lesson planning
29
Improving students’vocabulary
05
BE is not EM 01
Teacher’s guideDesigned for BE teachers 15
Assistance from ISAs
08
Further training on CLIL different subjects
16
Demonstrationlessons on CLIL in real classrooms
05
Training to improve teachers’L2 competency
13
1.Future training needs
2.Needs in relation to resources
3.Interaction among subject ADEs , ISAs ,
BE co-ordinators and BE teachers.
4.Need of awareness programmes on CLIL for
subject ISAs and ADEs .
5.Inclusion of programmes targetting BE
teachers in the action plans.
1.Improving both English Language and CLIL competencies of BE teachers .2. A specific mentoring and monitoring process for the BE teachers.3.Designing resources for the needs of BE teachers4. Strengthening the co-ordination between the BE coordinators and the subject ADEs .5.Inclusion of sufficient number of teacher based and student based activities for BE in the action plan.6.Providing guidance and assistance to BE teachers through ISAs.