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International EFL Teacher Professional Development in the Interests of Decolonization and Peace PowerPoint Presentation
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International EFL Teacher Professional Development in the Interests of Decolonization and Peace

International EFL Teacher Professional Development in the Interests of Decolonization and Peace

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International EFL Teacher Professional Development in the Interests of Decolonization and Peace

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  1. International EFL Teacher Professional Development in the Interests of Decolonization and Peace ISLS 2017 Douglas Fleming Faculty of Education

  2. Program Objectives: • English as a Second/Foreign Language teaching methodologies; • English language acquisition; • Cultural exchange. • 35 experienced ESL/EFL teachers from Yunnan • Content: • Lectures on theory • Methodology training • Language training

  3. Funded by the Chinese Scholarship Council • Participation by visiting Chinese scholar • Curriculum developed in concert with the Chinese Embassy and the Beijing Foreign Languages and Culture University • Led by the Faculty of Education with assistance from the Official Language and Bilingualism Institute • Classroom observation facilitated by the Ottawa Catholic School Board and local First Nation • Cultural exchanges; field-trips; conversation practice; computer lab work • Staff: faculty; PhD sts; undergraduates; manager • Good pay-scales

  4. Conditions in Rural China: • Overcrowded classes • Limited resources (esp. IT) • Centralized curricula using Beijing-based texts • Teacher-centered methodology • Grammar and writing focus • Preparation for standardized tests (esp. written university entrance examinations) • Challenging working conditions • Policy: adopt speaking focus/communicative methodologies • Rural Yunnan: o Very little interest in English or higher education o Highly multicultural and multilingual o Low S-ES o Generational change

  5. The Study: • Mixed methods • Ethics • Secondary use of assignments • Semi-structured interviews • Focus groups • Surveys (open-ended and multiple-choice) • Video-taped presentations • Pre and post language testing

  6. Preliminary Findings: • Pedagogy has changed • Enjoyable and worthwhile • Lectures interesting and provocative • IT problematic given conditions back home • Concrete activities and methods extremely useful • Language acquisition substantial • Models of student-centered methodology inspiring • Models of collaborative teaching useful • “Reignited” enthusiasm for teaching • An honor to be chosen • Canada/US differences • Responsibilities for dissemination • Models of multiculturalism and bilingualism valuable

  7. Challenges: How to adopt communicative approaches in light of standardized testing? • Challenges: How to motivate rural Chinese sts in light of the lack of usefulness of English in Yunnan? • Challenges: How to be flexible as a Chinese teacher given standardized curricula? • Challenges: How to deal with overcrowding and lack of resources?

  8. Why Post-Colonial? • Developed with Chinese Embassy and a Chinese university • Use of aboriginal models • Critical lecture content • Decentralized delivery • Multicultural and bilingual teaching staff • Problematizing the notions of native-speaker and standardized (privileged Anglo-American “core” English) • Problematizing binary stereotypes of east and west • Discussing the political nature of English teaching (currently and historically) • Emphasis on adapting communicative approaches to local Yunnan conditions

  9. Ashcroft, B., Griffiths, G. & Tiffin, H. (1998). Key concepts in post-colonial studies. Psychology Press. New York, NY: Routledge Canagarajah, A. C. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press. Ibrahim, A. (2011). “Will they ever speak with authority? Race, post-coloniality and the symbolic violence of language”. Educational Philosophy and Theory, 43:6, 619-635. Kumaravadivelu, B. (2012). Individual identity, cultural globalization, and teaching English as an International Language: The case for an epistemic break. In L. Alsagoff, S. McKay, G. Hu, & W. Renandya (Eds). Principles and Practices for Teaching English as an International Language, pp. 9-27. New York, NY: Routledge. Liu, J. (2000). Towards an understanding of the internal colonial model. In D. Brydon (Ed.), Postcolonialism: Critical concepts in literary and cultural studies, Vol. 4 (pp. 1347–1364). London: Routledge. Pennycook, A. (1998). English and the discourses of colonialism. New York: Routledge. Takeuchi, Y. (2005). “Asia as method.” What is modernity? In R. F. Calichman (Ed. & Trans.), Writings of Takeuchi Yoshimi (pp. 149–165). New York: Columbia University Press. Douglas Fleming PhD Associate Professor Faculty of Education, University of Ottawa Director: International Teacher Professional Development Projects Handouts: http://douglasfleming.weebly.com