Developing Thai EFL teachers confidence and competence through

Developing Thai EFL teachers’ confidence and competence through partnerships Ursula Wall Jonathan C. Hull Wilaksana Srimavin © 2007 Ursula Wall, Jonathan C. Hull and Wilaksana Srimavin

Abstract: While EFL inservice teacher training generally aims to improve teachers’ content knowledge and teaching practice, it is equally important for the external ‘experts’ who provide the training to understand the constraints under which the teachers work, and to make teachers themselves aware of what they are already doing well. Arising out of our experiences conducting inservices in two rural Thai communities, this paper examines some ways of integrating learner-centred principles into a teaching workshop, thereby encouraging participant teachers to apply new practices to their teaching, while at the same time acknowledging their experience, strengths and ‘local expertise’.

“Partnership” n “reciprocity and collaboration” n “everyone teaches and everyone learns” n everyone’s expertise is acknowledged n context specific and responsive n ongoing negotiation n Auerbach, 2002.

Negotiating – “win-win” “…the end-product of all education should be an independent learner. ” but: “What if our students do not share this view of the teacher/learner relationship? ” § Mc. Devitt, 2004.

The situation in Thailand: n Thai society is very hierarchical n Traditional views of ‘teacher’ and ‘teaching’ n Many EL teachers are not confident about their English n Many EL teachers are not confident about their teaching n Most EL teachers have little practice designing or modifying materials and tasks themselves* n Teachers have little time, and like things to use in their classes* *Education Watchdog, 2006

So: to develop teachers’ confidence and competence, we need to explicitly: § start where they ‘are’ (conduct ongoing needs assessment) § acknowledge existing knowledge and expertise § incorporate needs and wants (negotiate syllabus) § bridge the gap between existing and new knowledge (use scaffolding)

We also need to create a comfortable atmosphere by: § using structured pair- and group-work § focusing on referential questions and open questions (not right-wrong) § allowing wait time for responses § having fun and ‘allowing’ mistakes

The workshop aims: n n n English activation “Teaching tips” (Methodology) Adapting materials + curriculum design practice

The workshop: Task Purpose Set the tone • Demonstrate simple activities • Make underlying principles explicit Process / Activity • Introductions “Find someone who…” Nametags – Two ‘important’ things Session Summary: What? How? Why?

The workshop: Task Purpose Process / Activity Group-work “Rules”. Set the Working parameters Whole group brainstorm: “Classroom Management” “What will make it easier for you to feel comfortable for the workshop? ”

The workshop: Task Purpose Process / Activity Small group discussions: needs assessment (cross-schools) §Acknowledgement of strengths? good things difficulties about working in your §Solidarity between school/community? schools/teachers weaknesses? the not-so§Informal “SWOT” good things - the issues threats? Why have you come today? opportunities? What would you like?

The workshop: Area Purpose Process / Activity §Affect Brainstorming: free time activities Surveying (thinking, writing, asking, recording, reporting): one question about one activity: e. g. What is your favourite kind of movie/ sport/ music, etc. . & “Getting to Personalization know you” §Activity modelling §Make underlying principles explicit Session Summary: What? How? Why?

The workshop: Area Warmers and Semistructured speaking exercises Purpose §Positive atmosphere § Personalization § Language improvement § Demonstrate simple games and activities Process / Activity Postcards Simon Says: Please/____ “From me, to ____” Guess the word Word BINGO Multiple choice Definitions Shh! Activity Rap

The workshop: Area Purpose Process / Activity Small group activities: the 4 skills + thinking “Studentcentred learning” § Pedagogic focus § Modelling activity types § Eliciting, reviewing, acknowledging and building on prior learning “Hot Potato” Strategies and activities – brain-storm, /discusses/rotate Running Dictation

The workshop: Area Purpose §Informal Community and Curriculum focus Unit Focus (1) assessment of understanding, acknowledgement of local expertise, and building on existing strengths §Learning/Reviewing how to “read” the textbook – step one in adapting… §“Scaffolding” Process / Activity “What are you doing now? What would you like to do” “Model” Build an example of relating a unit to the local community.

The workshop: Area Purpose Process / Activity Community and Curriculum focus §Building Small Group Task (By book) – Pick a unit to focus on Unit Focus (2) strength through collaboration §Sharing expertise partnerships between different kinds of ‘experts’ §Adapting activities in the book to local conditions §“Scaffolding”

The workshop: Tasks Session Summaries (in English and Thai) Purpose Process / Activity §To What? Activity names How? Activity process Why? Activity purpose relax participants §To reinforce understanding § To make the relationships with classroom practice explicit Structure: T-Ss, S-S, G, S-T Whole group – pair work – small groups Process: Think write talk write share

The workshop: Tasks Reflections Purpose § Personalization § Modelling evaluation and feedback processes Evaluations Certificates § Promoting selfdirected learning § Making the relationships with classroom practice explicit § Recognition Process / Activity The most useful idea… “Note to me” Private plan for the new teaching year Evaluation forms

SWOT: (S) Good things? (W) not so good? Colleagues and sharing and team work (7) Computers (1) Good students (3) Good school management (2) Good working environment (1) The students: too many, are stubborn, naughty, don’t pay attention, weak in English, not responsible. (3) The teachers: not enough + non- academic work + some colleagues are not active (4) Materials: not enough (3) Schools are far away town (1) (O) What ’ld you like? (T) Why are you here? We can improve/practice our English listening and speaking (4) We can share ideas with other teachers (3) We like to talk with native speakers (2) We want to get new teaching tips (1) We hope to make new friends (1) We want more experience in English (1) To learn how to: to make students happy (1), write a teaching plan (1), manage learning activities (1), get teaching tips. (3) To do the materials adaptation. (1 group) To practise English speaking (3) & listening skills (2), groupwork (2) To share ideas (1) To gain self confidence. (1)

Evaluation instrument:

Workshop evaluations:

Sentence completions: Day 1 Sentence stems Day 2 Total Today, the most useful idea for me was: 22/22 19/19 100% *20/22 *18/19 93% *6/22 *0/19 15% *11/22 *5/19 39% I liked: I didn’t like: Any comments? Number and percentage of teachers writing comments each day * “nothing”, “no”, “-” = 0

Sentence completions: Day 1 Today, the most useful idea for me was: Day 2 Total 22/22 19/19 22 x program elements: 9 x Adapting texts to local community: “Ideas about the lesson, local community” “I can speaking, listening, writing, know a new idea about teaching and technique. ” 10 x collaboration and groupwork: “think and share opinion” 6 x program elements: “Dictation Game: can use in my class” Other: “Encourage student” 2 x “Reflexion myself” Number and percentage of teachers writing comments each day * “nothing”, “no”, “-” = 0 100%

Sentence completions: Day 1 Day 2 *20/22 I liked: 18/19 4 x general 18 x program elements: “Everything that the “thinking and talking trainers show me today” (speaking) practice / warm 4 x Local community up game activity” “Local community 7 x trainers & training: teaching” “all things, especially the 3 x Preparing activities presenters” “Teaching strategies (pre-task, while-task, 4 x interaction: post-task)” “Group work because 1 x student-centred many people speak out learning and share idea” Total Number and percentage of teachers writing comments each day * “nothing”, “no”, “-” = 0 93%

Sentence completions: Day 1 I didn’t like: Day 2 *6/22 2 x activities: “to play game because it’s not clear how to play? ” 1 x English: “to use English languages” 1 x materials: “because sometime I can’t see words. I’m short light. ” 2 x other: “the weather” “food” Total *0/19 Number and percentage of teachers writing comments each day * “nothing”, “no”, “-” = 0 15%

Sentence completions: Day 1 Day 2 Total *11/22 Any comments? 2 x negative about activities: *4/19 “Some activity don’t clear and use a long time. ” 1 x materials: “I would like adds handouts and All positive: materials” “It’s good work from 1 x negative other: “Is far from you to me” my school” Others positive or unclear: “Practice speaking more” “Summaries in the end task is very good review. . Number and percentage of teachers writing comments each day * “nothing”, “no”, “-” = 0 37%

Discussion: n Amount of writing in the Sentence completions! n Very positive reaction to main ideas: that is, using group work to share ideas ¨ using learner centred methods ¨ adapting published materials, and ¨ incorporating students’ own experiences (local community) ¨ n Participants had a sense of their skills & strengths, and once shown how, were able to use their local knowledge to adapt materials

Recommendations: n EFL Teacher Training Workshops need to make underlying principles clear, and need to build teachers’ confidence in their own expertise. n If ‘Learners’ are expected to become more responsible for their own learning process, ‘Teachers’ need practice in scaffolding learnercentred activities. n Teachers need more exposure to native/ nativelike and/or English speaking environments n They also need more access to educational ‘experts’ as mentors; native or native-like speakers

Conclusion: n By both utilizing (modelling) and explaining collaborative teaching/learning processes, we can help EFL teachers become more confident and competent in their own teaching practices.

References n Auerbach, E. (2002). Shifting roles, shifting goals: integrating language, culture and community. In E. Auerbach (Ed. ), Community partnerships (pp. 1 -12). Virginia, US: TESOL. n Education Watchdog has faith in the new govt. (2006, November 6 th). The Nation, p. A 3. n Lewis, M. (2000). Lessons from a jet-in-jet-out expert: cooperation, adaptability, and relevance in Vietnam. In K. E. Johnson (Ed. ), Teacher education (pp. 175 -188). Virginia, US: TESOL. n Mc. Devitt, B. (2004). Negotiating the syllabus: a win-win situation? ELT Journal, 58 (1), 3 -9. n Parkinson, L. and O’Sullivan, K. (xxxx). Negotiating the learner-centred curriculum. In G. Brindley (Ed. ), The second-language curriculum in action (pp. 112 -127). Sydney: National Centre for English Language Teaching and Research, Macquarie University.

Contact us: Department of Language Studies, School of Liberal Arts, King Mongkut’s University of Technology Thonburi (KMUTT), 126 Prach-Utid Road, Bangmod, Toong-Kru, Bangkok, 10140, THAILAND Wilaksana Srimavin: wilaksana. sri@kmutt. ac. th Ursula Wall: u_wall@yahoo. com. au Jonathan Hull: jonathan. hull@kmutt. ac. th