We are starting the process of winding down for Christmas and the New Year and getting ready for 2016. I have just sent off the first draft of a set of research papers I have edited to the British Council. These papers are the product of two British Council-managed Hornby Schools that took place in January 2014 and January 2015 on British Council premises in Abuja. The first was led by Dr Eddie Williams, former Professor of Linguistics at Bangor University. The second was led by me. Hornby Schools are run with the support of the A. S. Hornby Educational Trust, UK. The Trust was established in 1961 by A. S. Hornby, popularly known for the Oxford Advanced Learner’s Dictionary. The schools are recognised as one of the most prestigious activities in the field of ELT. Each year these schools have enabled teachers to develop their expertise and upgrade their English teaching skills.
Participants on the first school were invited to attend the second event. The majority came from Nigeria, but others were from Rwanda and Ethiopia. Most were senior teacher trainers and inspectors at State or National levels. There were also researchers and education specialists from donor-funded projects such as UNICEF and the Education Sector Support Programme in Nigeria (ESSPIN), which is funded through the UK Department of International Development (DFID).
The schools had similar aims: to help course members share and discuss different approaches used by teachers to deal with expectations of an ‘official’ use of English as a language of instruction in situations where teachers may be working with textbooks in an unfamiliar language, have low levels of English, poor literacy rates and a default bilingual delivery including the use of pidgins.
The participants were asked to conduct small-scale research projects to look at aspects of English as a Medium of Instruction (EMI) in their localities and states in relation to national language-in-education policy. They approached their task from a variety of perspectives and this is reflected in the collection, which will be published online in the New Year.
In January Claire will deliver a week long course on Teaching with Technology to the English language teachers who work in the Macedonian Armed Forces Foreign Language Training Centre. This work, along with that which Alistair undertook in December on STANAG testing, forms part of the ‘Working towards Sustainability and Interoperability’ project. Two of the project’s deliverables are to provide targeted training for the English language teachers in the Armed Forces and for the STANAG testing team. The main aim of Claire’s course is to present, discuss, and evaluate a number of online tools and mobile apps that can be used for language teaching and learning and to consider firstly whether to and secondly how to integrate them in a principled fashion into the current courses.
Rob will be in Montenegro in January. He’ll be working with teacher and trainers from Montenegro, Macedonia and (possibly) Bosnia and Herzegovina to create a short course on Radio English, which the participants will then team-teach to some students during the week. Rob will also give developmental feedback during that teaching process. The outcomes will be a short course and teachers trained in the process of developing short courses and some peer review on teaching.
We are also very pleased that NATO Allied Command Transformation has approached the Serbian Armed Forces for permission to use the Introduction to Online Learning Moodle course Rob developed for the Serbs in 2014 as part of the PELT Project. The School would like to use the course in the development of its residential two week e-Learning Design, Develop, Deploy course.
Alistair has also been busy. He is finishing off a desk-based needs analysis as part of our work with the UN China Police Peacekeeping Training Centre (CPPTC) in Langfang, just outside Beijing. This has involved research into existing reports and documents and an analysis of responses to questionnaires he developed for returnees from UN missions (particularly Police Peacekeepers deployed to Liberia and South Sudan) and teachers in the CPPTC itself. The aim has been to develop a better understanding of the English language needs of mission personnel and, as a result, develop a more relevant syllabus, course content and materials for them prior to deployment. All of these results will feed into the design of Syllabus and Materials Design courses that Rob and I will deliver in the first half of next year.