McAleavy et al. (2020) stated that "online teaching should not try to mimic the entirely synchronous teacher-student engagement of the conventional school." Considering access to technology and teacher's digital literacy and not assuming that all students will have access to a desktop or laptop, some could access remote learning through a mobile phone or tablet. As well, a structured approach is always better than trying to use as much learning technology as possible.Further reading at https://www.ictineducation.org/home-page/remote-teaching-during-a-pandemic
2 Jun 2021
QUESTIONS: Who are those students? What are their ages and English levels? Do they have opportunities to practice English outside of the classroom?
Let me tell you a bit about my teaching context. I currently teach English and French to undergraduate students in the Law and Politics science school in UNMSM and Didactics of EFL to teacher-students in the education school at UNE-EGyV in Lima, Peru.
The number of students is varied, between 15 and 45 per class. All of them are adults, and their age range is 18 to 35. About their English level, Elementary for EFL/FLE courses, and they do not have opportunities to apply their language learning out of class. However, pre-service English teachers may improve their communication skills in English during class and teaching practice. The level of English is a bit low, A1 / A2/ B1, for prospective teachers.
Most support to my teaching job is giving teacher-students different ways of comprehending and interpreting new insights introduced in class. I also give EFL/FLE students language support and communication skills to get engaged in their tasks or perform tasks.
3 Jan 2021
Our task is to search for effective teaching theoretical content in our ELT teacher education courses as language educators. This presentation demonstrates and describes case studies in the Didactics of EFL course in the ELT teacher education program. The presenter has included descriptions of the context, participants, classroom procedures, lesson plan, and students' responses to their experiences to understand how to integrate this approach into language teacher education programs. Likewise, teacher educators will experiment with this approach in their classrooms to obtain trainees' successful responses.
At the workshop, attendees will get appropriate guidance as they reflect upon the situation and attempt to analyze them and are encouraged to collaborate with their peers and the presenter as they discuss the alternatives and develop their approaches to the situations. Furthermore, trainees will develop their solutions to the problems and challenges presented in the cases based on the information provided, group discussion, and prior knowledge and experience. Thus, the entire workshop leads participants to develop their problem-solving abilities while preparing them to think about their teaching and classroom realities.
20 Feb 2019
PETsNet was launched in 2011 with high expectations, hopes, and prospects to support and empower English and educators' teachers in creating an academic and social network.
From the first, PETsNet is currently engaged in Language Teacher Education, Teacher Training, Professional Development, Personal Learning Network, ICT in Education, and aims to inspire, innovate, empower, & transform English teachers' professional development nationwide and worldwide.
Year-on-year, hundreds of English teachers have visited and/or joined PETsNet Ning network, where we meet colleagues from all over Peru and different parts of the world willingly. All or part of their professional experiences and contributions are freely published on PETsNet Ning platform. One thing, for sure, it is our firm belief that working together for the common good is our task.
This Eighth Anniversary points the way to the fulfillment of the mission of this challenging project. Today, the number of PETsNeters increases, including novice and experienced English teachers from different schools, language centers, institutes, universities, etc.
All in all, as always, we are immensely grateful to RELO Andes, the US Embassy, Fulbright Peru for all the solidarity and support, and all users and friends of PETsNet.
5 Jan 2018
25 Nov 2017
24 Apr 2017
Further reading at:
A Principal's Reflections: Competencies vs. Skills: The 21st Century skills discussion and debate have waged on even prior to the onset of this century. The ensuing conversations have provide...
8 Apr 2017
A World of Englishes: English: no longer an official EU language?: In the fallout from Brexit, it has been suggested that English could stop being an official language of the EU . Is this likely to happen?...
A World of Englishes: You say "lee-doh", I say "lye-doh" ...: When I was a child, it was quite a fun thing on a summer's day to visit Margate Lido. My dad had an early morning newspaper stand outsid...
4 Apr 2017
I have just been added to the list of Registered Bloggers for IATEFL Online Glasgow 2017. I am so excited to report this Annual IATEFL Conference for you all, colleagues from Peru and abroad.
The 51st IATEFL Annual Conference just get started, and the online coverage is already streaming. It is a great opportunity for teacher audiences worldwide to share ideas with colleagues before, during, and after the conference.
Just click on the badge below and be part of the conference.
27 Feb 2017
Leoxicon: Trendy terms, tantalizing techniques and talented ...: A report from the 24th TESOL Macedonia-Thrace convention, which took place in Thessaloniki on 11-12 February Earlier this month I had ...
18 Feb 2017
Khai, T. (2017). Non-native teachers in second language teaching. Academia.edu. Retrieved 18 February 2017, from https://www.academia.edu/1919970/Non-native_teachers_in_second_language_teaching
Profesores extranjeros impartirán clases de inglés a soldados heridos en combate | 20141215
13 Feb 2017
Since this article was published (29/01/16), does the Ministry of Education (#MINEDU) truly remain committed to achieving national bilingualism by 2021? It is "vox populi" that the MINEDU has signed agreements with the UK and US government to train Peruvian teachers abroad and run ELT training schools in Peru. However, English teachers express continuing concern, why would they be trained in any foreign college or university to live and work for low salaries in Peru? As a result, on the whole, most of them still rely on traditional learning modes.
Here you are the article:
Peru commits to bilingualism with a new focus on English: Driven in part by its considerable mineral wealth, the Peruvian economy has seen strong growth in recent years, helping spur outbound student mobility as well as the country’s profile as an emerging sending market. We last reported on Peru in 2014 with a special focus on the University Act enacted that year. Today’s post takesContinue reading...
Fortunately, I attended the Live stream for the TESOL 2017 Summit, asking questions and exchanging ideas in the Live-chat box with colleagues worldwide. I have witnessed at first hand the benefits of such fruitful discussion.
Congrats Dudley Reynolds and steering committee!
Just tune into this page Interviews