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Admission Requirements
EFL teachers, native or non-native, are accepted to the CETEL Program.
Duration
8 weeks of theoretical aspects + 4 weeks of practical applications
Lecture Modes
Online seminars, class observations and individual practice.
Evaluation
Portfolio assessment (80%), Class observation (20)
Teacher Output
Lesson plans, materials and testing tools and reflections
References
Tasks for Teacher Education (Pearson), Complied readings and articles.
Contents of CETEL©
Lesson Planning
The seminar focuses on dynamics of lesson planning for English classes. Macro components of lesson plans, integration of skills and components as well as specifying the objectives are covered with down-to-earth examples. Teachers are also introduced to the relationship between curricular and lesson-plan specific objectives to practice the ways of devising program objectives throughout a course.
Teaching Grammar
Grammar, as a key dimension of language components, is analyzed with regards to the contemporary approaches of communicative language teaching. The teachers are provided with solid grammar teaching techniques with a particular emphasis on discovery approach and elicitation. Different types of grammar practices, such as restricted mechanical/meaningful activities and authentic tasks, are introduced by addressing the ways of combining them in a sound format of presenting and practicing grammar for the biosphere of an EFL context.
Teaching Vocabulary
Following the definition of lexeme and pointing out the elusive border between grammar and vocabulary, the teachers are introduced to the major principles and techniques of teaching vocabulary. Lexical sets, elicitation, clarification and activity types are practiced via concrete examples of activities and tasks. Teachers are also led to analyze the teaching continuum of vocabulary from context to concept, which depicts a teaching rationale in terms of how to embed language components into receptive language skills.
Teaching Pronunciation
The seminar essentially discusses two major views for teaching pronunciation: Intuitive-imitative approach versus Scientific-analytical approach with the goal of answering the question whether pronunciation should be taught explicitly or this process should be left to the natural cognitive processes of second language acquisition. Teachers are offered both of the approaches depending on the learners’ age and level of proficiency. Innovative and entertaining pronunciation practices are analyzed with the teachers to scrutinize both of these approaches in practice.
Teaching Reading
The seminar focused on the three views of teaching reading: Top-down, Bottom-up and Interactive model. An analysis of the sub-skill of reading as both cognitive operations and language practice provides teachers with an insight into sequencing these sub-skills in a way that helps learners to get engaged in critical and analytical reading. Types of activities are major models of reading lessons are discussed over a micro teaching plan.
Teaching Listening
Models of teaching listening are discussed via in-class practices by referring to the major listening sub-skills. Establishing the discussion on promoting language acquisition, the seminar particularly focuses on providing comprehensible input and associating them with the output practices. Teachers also analyze specific listening activities to sequence them in a methodologically sound way.
Teaching Speaking
The training analyzes the dimensions of teaching speaking, fluency and accuracy activities, free and controlled activities as well as communicative tasks that help construct information gap for various age groups and levels of proficiency. Various alternatives of pair- and group-work activities are discussed to create a prolific atmosphere that promotes learners’ active participation.
Teaching Writing
In addition to a theoretical discussion concerning product- versus process-oriented writing approaches in EFL classes, the seminar accentuates the process-oriented approaches to writing by addressing the stages of brainstorming, outlining and drafting. Numerous alternatives of brainstorming and outlining are investigated in order to support teachers’ methodological repertoire of classroom teaching. Also, techniques into written corrective feedback are discussed via class artifacts and samples.
Teaching Integrated Skills
Alternatives of teaching language skills in an integrated fashion are analyzed in a comparison to segregated-skills lessons and/or lesson plans. Teachers cooperate to combine different language activities in line with the integrated-skills lesson planning.
Oral Corrective Feedback
Solid techniques of oral corrective feedback are analyzed in terms of learners’ age, developmental characteristics, types and sources of oral errors as well as stages of the lesson. Teachers are led to investigate the nature of oral errors in relation to fossilization, interlanguage, and cross-linguistic influence.
Assessment and Evaluation
Fundamental concepts and constructs of testing, assessment, and evaluation in teaching English as a foreign language are introduced with a special emphasis on curricular objectives, systemic factors of foreign language teaching and social value of testing, in specific, among school and families. Teachers are also introduced to the major test item types that are commonly exploited in communicative testing.
Material Design and Development
The seminar is based on the premise that school-based foreign language provisions, as such given in the private k12 schools, are to be doctored in parallel with the needs and expectations of the given community of practice, and thus the international course books and accompanying materials stand at the epicenter of such tailoring process. Principles of material design and development are examined with the teachers based on the contemporary local and international publications and materials for EFL.
