Looking anew at in-service development of English as Foreign Language teachers: An OdeL model

1. Realising the potential of ODeL Looking anew at in-service development of English as Foreign Language teachers: An OdeL model Colyn Davey: English Studies College of Science and General Studies Alfaisal University , Riyadh

2. The West in trouble Outdated teachers End of the hegemony Change in the EFL Curriculum Global relocation Rise of the BRIC countries Change in the nature of work

4. Content and Language Integrated Learning Language ↔ Content • Subject matter determines the content, learning sequence and structural development; • The transferability of language (and content) skills are paramount; and • Learner profiles are taken into account in task types and teaching methodology.

5. EFL Catch-22 situation: (1) NNS teachers From Middle East & South Asia • From teacher-talk, textbook-driven, grammar-translation backgrounds • Over-emphasis on (a) theoretical linguistics (the Middle East) and (b) English literature (South Asia) • Teach as they were taught Mostly MA holders, but with problematic linguistic competence Learning in NS environments difficult • Their salaries are low • Do not qualify for postgraduate scholarships • Non-mobile (mature, embedded in extended kinship families) • With limited IELTS/TOEFL scores, no admission to NS programs

6. EFL Catch-22 situation: (2) NS teachers Relatively few (salary) Though they can teach in English, many (but not all ): • teach at odds with the social, cultural, religious context • have no qualification except their NS status • have qualifications but not in English • have qualifications in English but with no teaching qualification • have qualifications only in NS or ESL education • speak with regional accents that students cannot understand • have poor knowledge of structure • cannot answer technical questions • cannot teach at students’ pace • cannot teach to student difficulties with content or skills • cannot modify their pace or vocabulary for EFL situation

7. EFL Catch-22 situation: (3) In-service training • Not available: MA TEFL in Saudi Arabia • Available: MA (Applied Linguistics) King Saud University (Riyadh) • Admission only for citizens. • Theoretical (no teaching focus) • Available: Accredited distance e-learning TEFL Master’s • Expensive • High TOEFL admission requirements • Inaccessible readings • ESL focus • Not available: Part-time Education College facilities

8. Program aims of an online TESOL Master’s

9. Program aims of an online TESOL Master’s

10. Wiki ODeL delivery email Learning Management Communication Forms & instructions Postal service Telephone & mobile Campus admin visits Face-to-face interview Audio-visual material Video / podcasts Audio clips CDs / DVDs / radio Authentic interdisciplinary cross-contextual resources Readings Powerpoints Colloquial texts Content: Theory in practice; alternate interpretations Module 1 Module 2 Module 3 Module 4 Module 5 Tasks Discussion forum Blogs Webcams & mobiles Research Active interaction for student autonomy & responsibility Summer schools Weekend Forums Satellite & videoconferencing Reflection Tests Quizzes Games I-search Audio-visual production Examination Real assessment tasks for real situations Base-line [APL] Diagnostic Formative Summative Systemic Adapted from Goodwin-Davey, A.A. (2011)

11. Program aims and online delivery matrix

12. EFL101: Alternative methodologies (Unit 1 of 4)LO: increase and update professional knowledge

13. Some technical issues For admission, candidates will: • have a minimum of Band 5.00 (IELTS) or 500 (TOEFL) • have academic studies equivalent to a 4-year post-Grade 12 qualification. • be in service, with the availability of their own cadre of students with whom to work. • be computer literate, have access to a PC or laptop with internet connectivity.

14. What needs to be done?