1

Specialism: Language Development for Teachers

Assignment Title: Language Development for
State School Teachers
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Contents
Part 1
1.1 Why I chose the Specialism: Page 4
1.2 Language Proficiency: Page 4
1.3 Self Perceptions of Proficiency: Page 4
1.4 Non Native English Speaking Teachers in ELT: Page 5
1.5 Maintenance and Improvement of Proficiency: Page 5
1.6 Classroom Language: Pages 5-6
Part 2
2.1 The learners: Page 7
2.2 Needs Analysis: Page 7
2.3 NA Tools: Page 7
2.4 NA Results: Page 8
2.5 Diagnostic Testing Tools: Page 9
2.6 DA Results and Learning Priorities: Page 9/10
Part 3
3.1 Setting Objectives: Page 11
3.2 Course Goals and Course Objectives: Page 11
3.3 Principles of Syllabus Design: Page12
3.4 Course Structure and Sequencing: Page 13
3.5 Activities: Page 13
3.6 Course Material: Page14/15
Part 4
4.1 Formative and Summative Assessments: Page 16
4.2: Course Assessments: Page16
4.3 Assessment Validity: Page 17
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4.4 Assessment Reliability: Page 17

4.5 Record of Assessments: Page 18
4.6 Course Evaluation: Page 18
4.7 Constraints: Page 18
Part 5
5.1 Proficiency: Page19
5.2 Professional Identity: Page 19
5.3 Constraints of the Proposal: Page 19
Bibliography Page 20/21

Appendix 1
A Course Objectives: Page 23
B Course Plan: Page 24-42
Appendix 2
I Target Situation Analysis: Page 44
II Learner Needs Analysis: Page 44
III Collated Results from Questionnaire and Interviews: Page
45-50
IV Collated Results from Diagnostic Assessments: Page 51-56
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Part 1

1.1 Why I chose the specialism

The best aspect of being an English language teacher is the opportunity to work in a
multilingual environment and to learn and work alongside my bilingual colleagues. I have
always been aware that there is a difference between how I experience the profession and
how those who are labelled non-native teachers experience it. Ive just moved to a new role
in the state sector and I have been taken aback by the negative perceptions and stereotypes
of Non Native English Speaking Teachers (NNESTs). My personal aims for this assignment
are to:

Improve the quality of the language courses I write for teachers and ensure that they
meet teachers specific needs.
Further explore the challenges my non-native peers face in the profession.

Key Issues and Implications for Course Design

1.2 Language proficiency

In many contexts, teachers are the only model of language for students and so it is crucial
they provide a rich linguistic resource. It is uncontested in the literature that language
competence is crucial for effective teaching (Lange, 1990). However, there is less research
on what precise proficiency is needed by teachers and whether this is dependent on factors
such as the level of their students or the material they deliver.

Implications

Even if it was considered ideal to have teachers with native like proficiency it is not
practical in many contexts. While teachers need to be significantly more competent than
their students, it seems reasonable to suggest that not all teachers need equal proficiency in
all areas. For example, an academic English teacher may be expected to have a higher
proficiency in writing than that needed for a general English teacher. A teacher who only
teaches low level classes may only need B1 proficiency to be very effective in that context.
Needs analysis should therefore measure the language level of the teachers themselves,
their students and the content/curriculum they are expected to deliver.

1.3 Self-perceptions of proficiency

Perceived proficiency is important as it impacts on teachers self-esteem and this in turn

influences teaching behaviours. Teachers confidence in their own ability to serve as a model
of linguistic competence is a crucial part of maintaining a positive classroom environment
(Fraga-Canadas, 2010). It has also been demonstrated that the more confidence a teacher
has in their own language level, the more likely they are to use communicative teaching
strategies (Eslami & Fatahi, 2008). I have generally found that teachers with more
confidence in their proficiency are more willing to take risks and be experimental with new
ideas in the classroom.

Implications
Studies have shown a gap between teachers self-assessed proficiency and the proficiency
they believe will allow them to teach effectively (Ngoci, 2014). Its not only important to
assess teachers actual proficiency but their own perceived needs. A course must address
areas in which teachers feel under confident.
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1.4 NNEST status in the profession

The concept of the native speaker teacher ideal has been the attention of much criticism in
recent years. Bernat (2008) states, NNESTs are clearly aware of the impact of the label on
their professional status. This can lead to feelings of inadequacy in their role as language
experts (Tang, 1997). I have found that while most teachers dont necessarily accede to the
view that an educator is better just by virtue of their nativeness alone, it is an opinion held
by other stakeholders. Many principals, parents and recruiters are disparaging about
teachers because of their NN (Non Native) status and this impacts on teachers confidence
as language specialists.

Implications

Hayati (2010) strongly makes the case for a critical pedagogy in the teacher training room,
where issues surrounding inequality and power in the profession are scrutinised. He
specifically suggests:

Increasing teachers awareness of their strengths as bilingual speakers of English.

Critiquing the native speaker fallacy.

Although these issues are important in general English classrooms, Canagarajah (2005)
contends it is imperative for language teachers, as they need to ensure that what they do,
does not further contribute to the problems in ELT.

.1.5 Maintenance of Proficiency

Too much focus is placed on teachers proficiency and too little is payed to helping teachers
maintain and improve their leve (Ngoci, 2014)l. This is especially problematic when teachers
are confined to teaching very low level students. I have found that teachers working in some
schools very rarely get to use English with their linguistic peers and they find this frustrating
and demotivating. In addition, language competence on teacher training courses is often
assumed and the language needs of teachers are ignored in favour of devoting time to
pedagogy (Medgyes 1999).

Implications

Ive found that while teachers are extremely motivated to maintain and improve their
proficiency, they are unsure of where to find good resources for independent language
development and how to study alone. A course should ensure it signposts teachers to useful
resources.

1.6 Classroom Language

Language for the classroom is often ignored in teaching courses and teachers are expected
to just pick it up on the job (Spratt, 1994). When observing teachers in state schools, I have
often noticed administrative or management elements of the class such as attendance or
moving students are done in L1. This means students miss out on opportunities for authentic
language use situated within the classroom.

Implications
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Its essential a language course for teachers devotes time to language needed to run a
classroom. The needs analysis should measure teachers current ability to use language to
manage a classroom effectively.
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Part 2

2.1 Learners
Name/ Nationality Shaimaa Michael Wadie Abeer Ismail
Mohammed Egyptian (Male) Egyptian (Female)
Egyptian (Female)
Age 30 36 29
Education English and English and English, French,
German Education Spanish
Previous English High school TOEFL course. Phonics course.
Courses
Teaching 9 13 10
experience (years)
Languages German French/Italian French/Spanish

2.2 Needs analysis (NA) is the process of gathering information about the learners and
analysing it to make decisions about what to teach and how to teach it (Graves, 1991). My
NA focused on:

What learners are expected to know and how they will use the language. This
information was collected through a target situation analysis TSA (Richards, 2001).

Learner needs from their own perspective; this was collected through a learner
needs analysis LNA.

Information on their language proficiency, collected through diagnostic

assessments.

2.3 Tools

TSA (Doc 2: Appendix I and II)

Language needs of teachers students and the demands of their curriculum should be
measured (1.2). A major part of my TSA was school centred observation. This aimed to
ascertain the childrens proficiency and to gain a deeper understanding of the teachers
context. Observing learners behaviour in the target situation can help course designers
arrive at conclusions about language needs (Richards, 2001). I also interviewed the project
manager to get an insight into the learning priorities of the course sponsor.

LNA (Doc 2: Appendix III and IV)

Teachers own perceptions of themselves as language learners are key in understanding

learning priorities and will help with course design (1.3). I used questionnaires and
interviews, which sought to determine teachers motivation and learning activity
preferences, perceptions of proficiency and their identity as NNESTs. The interviews aimed
to corroborate what the teachers had said in the questionnaires to ensure reliability and to
explore issues in more depth.
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2.4 Collated Results (Doc 1: Appendix I and II)

Context:

Teachers deliver their lessons in English. All subscribe to the view that English should
be the medium of instruction.

Most children are able to follow classroom instructions in English.

Students range from low to high A1.

The level and complexity of language on their curriculum is A2.

Teachers focus on the formation of grammatical structures in lessons, there is little

skills development.

Sponsor and Learner Priorities:

Teachers seem reluctant to acknowledge areas of weakness. Scoring themselves as

confident /very confident in all areas. One teacher rated themselves slightly lower as
average in speaking/writing. (Doc 1: Appendix III Q.3)

In line with sponsor requirements, the course must help teachers use English to run
their classrooms.

Both the course sponsor and teachers prioritise development of speaking skills.

Motivation: (Doc 1: Appendix II)

Teachers have asked for a course focused specifically on language development.

Teachers show high levels of intrinsic motivation. All express positive attitudes
towards developing both their own and their students ability.

There is no obvious external motivation, though teachers with better levels of English
often teach higher levels so there is some status attached to language proficiency.

Preferred Activities: (Doc 1: Appendix III Question 11)

Teachers enjoy activities which focus on discussion and practical application of

teaching skills.

Teachers use the internet for self-study.

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2.5 Diagnostic Assessments (Doc 2 Appendix VI, VII and VIII)

A diagnostic test should offer learners the opportunity to use a range of language elements
(Underhill, 1987). I wanted to tests students strengths and weaknesses in different spoken
discourse used in the classroom. Assessments were marked according to a scale, which I
created to assess competences important in running classrooms (Doc 2: Appendix X). The
tests included assessment of grammatical range and accuracy. As teachers and sponsors
prioritised a speaking, I decided not to run tests on other skills.

Tools

Interview -designed to elicit language items on the Primary 3 curriculum. It also tested
students interaction strategies. The interviews lasted between 8 and 12 minutes. They were
recorded and marked later.

Presentation- tested students ability to manage discourse over a longer turn. Teachers
were asked to prepare a 3 minute presentation on the topic:

My life as a teacher.

It was video recorded and graded later. Teachers had a day before the presentation to
prepare.

Observation -I observed the first fifteen minutes of each class. I couldnt video the
observation so I used the speaking scale and band descriptors and assessed the teachers in
class. I also made notes on linguistic errors. (Doc 1: Appendix IV P52-54)

2.6 Results of DA and Learning Priorities (LP) (Doc 1: Appendix IV)

Register This was a problem in the observation but not their speaking in general.
However, it is a major issue. Teachers often used phrases like: sit and keep your mouth
shut to manage their students.

Tone/ Intonation- Only a problem in the observation but teachers tone with children lacked
appropriate intonation making it sound unnecessarily harsh.

LP 1- Improve teachers ability to use more appropriate classroom language.

Range In the interactive interview teachers did not demonstrate ability to use a range of
structures to convey their ideas. This conflicts with their own perceptions of strengths
articulated in the LNA. Teachers said they felt confident/very confident with grammar. There
was avoidance of:

Used to
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Present perfect

Modal/ semi modal verbs

LP2- Improve procedural use of structures on the Primary 3 curriculum.

Accuracy- Teachers made errors with very simple structures in the classroom even when
they showed good control of the same structures in other two assessments. All teachers
made mistakes with formation of present simple and continuous in the observation, though
this wasnt generally the case in the other assessments.

LP3 Improve accuracy with present tenses.

Discourse Management- In the presentation there were examples of teachers reverting to

L1 or over using certain discourse markers in extended stretches of speech, This was also
true in the interactive interview, usually when under pressure to respond in conversation.

LP 4 Improve discourse management in extended speech.

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Part 3

3.1 Setting Objectives

A goal is a statement of general change a curriculum seeks to bring about, objectives are a
set of concrete plans designed to realise that goal (Nunan, 2001). These objectives address
learners objective needs, those which can be diagnosed by teachers on the basis of data
about language use and proficiency (Brindley, 1984). Objective needs were identified
through the TSA and the DAs in Part 2. The course is also designed to meet learners
subjective needs, the self-articulated learning priorities of the teachers measured through
the LNA in Part 2.

3.2 Goal: Improve teachers spoken English for use in the classroom.

Objectives:
C/O By the end of the course the teachers will:

1 be able to use a wider range of appropriate structures for classroom

management, giving instructions and giving feedback.

2 have better control over present simple/ present continuous for the purposes of
classroom management.

3 have better control of intonation for classroom management.

4 be better able to use the structures:

used to/ present perfect to compare the past and now.

modal verbs/ semi modal verbs for rules and advice.

5 be better able to use hesitation devices, reformulation and filler phrases in

extended stretches of speech.

In the LNA, teachers requested some aspects of the course focus on developing teaching
skills.
6 have been exposed to a variety of lesson structures and have discussed
possible application to their context.
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Issues of equality which relate to the social, cultural and political needs of learners are often
ignored in course design. Critical pedagogy in teacher training is of particular importance
(1.4).

7 be more informed about the discourse surrounding their strengths as bilingual

teachers.

3.3 Principles of Syllabus Design

Syllabus design is a manifestation of the theoretical conceptions of what language is and

how it is learned (Graves, 1991). All course planners have to grapple with two paradoxical
perspectives of language learning (Dubin & Olshtain, 1986). The discrete or part to whole
view focuses on the mastery of form, accuracy and analysis of individual units, while the
holistic or whole to part view centres on language function, fluency and use.

Synthetic Approaches Objectives 2/4

Based on behaviourist theory, learning is seen as the gradual accumulation of units of

language until a whole structure is mastered (Wilkins , 1976). The synthetic view is realised
through structural/grammatical syllabuses. The Primary Three curriculum is structural
syllabus, since I tested teachers ability to use structures on that syllabus in the DA, it was
inevitable that this would result in some of my objectives being structural in nature.

Analytic Approaches

Any syllabus where the basis for design isnt linguistic units but the communicative purpose
of language use can be considered analytic (Nunan, 2001). The two analytic approaches
used on my course are situational and content driven.

Situational syllabuses Objectives 1/ 3

Situational syllabuses identify communicative acts used in a particular setting. The syllabus
is then built around language needed to achieve those acts. The situation for language use
on this course is the classroom. Situational syllabuses have the advantage of presenting
language of immediate practical use (Richards, 2001). Language specifically needed for the
classroom is essential for teachers (1.6).

Content Syllabuses assume that language is best learned when it is used as a medium of
instruction for something else (Snow, 2001). The core approach on this course is thematic
and content driven language learning. All material, input and activities are linked to teaching
pedagogy.

The only constraint in design is that the course must contribute explicitly to the overarching
project goal: improve teaching practice in the National Institute schools. A focus on
methodology is seen as the most efficient path and there has been some reluctance in
providing language development from the sponsor. As mentioned in 1.5, this is typical of
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teacher training programmes. By integrating methodology and language improvement

throughout the course, I hope to meet the demands of the project goals.

3.4 Structure and Sequencing

This is a twenty hour course, taught over ten weeks in two hour blocks, divided into four
topical units. Each unit is concluded by an assessed project/ task. A modular format is well
suited to courses which integrate thematic or situational language content (Dubin & Olshtain,
1986).

Each lesson focuses on discrete language points, students practice individual items of
grammar, functions or aspects of pronunciation. At the end of the unit there is a
communicative activity where students are given the chance to produce the language in a
freer task. The tasks are recorded and students then consider task as a whole text and their
achievement of individual aspects of language, using the assessment criteria on the task
rubric. Every unit therefore, moves from part to whole approach to whole to part approach.

3.5 Activities

All teachers said that they enjoyed sharing opinions and experiences of teaching with
colleagues and wanted to improve teaching skills on the course (Doc 1: Appendix II)
Lessons are therefore discussion and teaching practice based.

Examples Lesson/s

Discussions 2,6,7,10,11,12,13,14

Role plays 5,8

Micro teaching 8,10,15

Reflection on classroom practices 1,5,15,16

Projects/tasks All formative assessments

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Cullen (1993) suggests giving language teachers direct experience of an approach as

learners and then have them critically analyse it, arguing this can be an effective way of
integrating methodology and language development. I will deliver lessons using:

Approach Lesson

PPP 2

TTT 9/10

Guided discovery 6

Teachers will then critique the approach and how it could be applied to their classes. I chose
these lesson structures as they complement the syllabus teachers currently use. Teachers
could realistically try and design and implement these lesson types themselves.

Teachers seem to lack self-awareness of areas of language weaknesses (Doc 1: Appendix

III Question1). Audio recording, self and peer reflection is a central part of the course, aiming
to raise students consciousness of their linguistic strengths and weaknesses and giving
them a practical learner training strategy.

3.6 Material

Much of the material has been specifically designed for this course (Doc 2: Appendix XI).
Since teachers enjoy talking about their own experiences of teaching, Ive asked them to
bring in pictures, interview their colleagues, record some of their own lessons to ensure the
content of the course is generated from teachers own context. Teachers will also analyse to
two real language learning podcasts. These Podcasts are rich in authentic and semi
authentic examples of repair and hesitation devices in conversation.

BBC Learn English

http://www.bbc.co.uk/learningenglish/english/features/6-minute-english/ep-160107

Arabic Pod

http://www.arabicpod.net/user/why_signup

The core published material used:

Language for the Primary Classroom (Slatterly & Willis, 2001).

English Language for Teachers (Spratt, 1994).

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Both integrate methodology with language improvement. They also use a range of authentic
texts generated from NNESTs.
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Part 4

4.1 Formative and Summative Assessment

Assessment refers to a variety methods used to collect data to inform decisions about
learning (Katz, 2014). Summative assessments focus on what students have learned as a
result of a period of instruction, an assessment of learning (Katz, 2014). They aim to get a
snapshot of a student's ability at one time, usually at the end of the course. Since students
only get one shot at showing how much they know, they often do not give an accurate
picture of students ability (Harmer, 2007).

Assessments used for formative purposes aim to promote student learning during the
process of assessment itself (Katz, 2014). Formative assessments are conducted at
different stages on the course. Continuous assessment over the whole course gives a
more reliable picture of students ability (Harmer, 2007).

4.2 Course Assessment

Formative Assessments: Doc 2: Appendix VII

Assessments Lesson Course Objectives Procedure

1 4 4 Teachers record a presentation on

the Egyptian education system.
2 10 1,3 Teachers record a 3-6 minute
section of their lesson.
3 14 1,2,3,5,7 Teachers design and conduct
interviews with their colleagues.
4 19 and 5,7 Teachers design and record an
20 Arabic language lesson for a
podcast.

Summative Assessment Procedure

Assessment End of the Assessing Course Teachers will plan a lesson based
Course Objectives1,2,3,6 on guided discovery, TTT or PPP,
using their course books.

Teachers deliver the lesson and I

will observe 30 minutes of it. I will
assess their language using the
speaking scale: (Doc 2: Appendix
X)

I will give students written

feedback on their lesson
preparation and execution (Doc 2:
Appendix XIV).
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4.3 Assessment Validity

Writing good speaking assessments involves designing prompts which generate the
language/subskill being tested. The assessment should elicit and test what it is intended to;
this is known as test validity (Baxter, 1997).

In direct proficiency testing, the format of the test and procedure attempt to duplicate as
closely as possible the setting and situations in which language is normally used (Clark,
1978). I have designed prompts which relate the tasks directly to teachers professional
context. For example, asking teachers to conduct research for the local TESOL conference
or a presentation about the Egyptian education system. The most direct assessments
Formative Assessment 2 and the Summative Assessment as these test the teachers in their
classroom. Since teachers are taking this course while they are working, the assessments
aim to bridge the training room with teachers real life at school.

Content validity refers to the relevance of the test in relation to what has been taught on the
course. Each assessment is designed to give students opportunity to demonstrate progress
with the material covered in individual units and will measure one or more of the objectives,
set out in 3.2.

4.4 Assessment Reliability

The results of assessment should be a fair and accurate reflection of students true ability.
This is known as test reliability (Underhill, 1987). Accurate measurements of oral ability are
not easy and it takes considerable time and effort to obtain reliable results (Hughes, 1989).
Scoring guides are often used in assessing extended texts to ensure consistency in marking
and to limit subjectivity of the scorer.

I have used an analytical numerical rating scale which scores oral abilities from 1-6,
adapted from (Luoma, 2004) This scale measures a broad range speaking competences. I
have modified the descriptors to better suit the skills needed in the classroom (Doc 2:
Appendix X).

Students will be given a copy of the scale at the start of the course and will be made aware
what competencies they are being assessed in each assessment. Sharing the rating scale
can increase efficiency of feedback sessions and involve learners in the assessment
process (Luoma, 2004). Since all formative assessments will be audio recorded there will be
the option of other markers i.e. the course sponsor double marking the assessments using
the speaking scale.
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4.5 Record of Assessment

On this course students will create a collaborative portfolio on Facebook, a portfolio is an
assembly of work over the course. I have decided to use Facebook for their record of work
for a number of reasons:

All teachers said they use the internet for self-study (Doc 2: Appendix IV Question 4)
Its easy to upload audio files. They can then be accessed by the teacher and all
group members. Students will be able to listen to assessments in order to give
feedback to their peers.
Its a practical way of involving all stakeholders in the course, as we are working in
both the UK and Egypt.
Students can do the work outside of the classroom in their own time and the can redo
tasks, promoting learning autonomy.

4.6 Evaluation

Evaluation is not concerned with assessing individual achievement but with making
judgements about the curriculum (White, 1988).There are two principle reasons for course
evaluation, accountability and development (Weir & Roberts, 1995). Accountability
orientated evaluation is usually carried out for the benefit of a decision maker. I am
accountable to the course sponsor and it is crucial that this course aligns with the
overarching project goal. The summative assessment aims to measure the benefits of the
language course against the goal of improving teaching practice. I will send a copy of the
classroom observation notes and grades from the summative assessment (Doc 2: Appendix
XIV).

Since there are only 3 teachers and this is the first language development course on the
project, it will be both practical and more beneficial for the sponsor to conduct a qualitative
developmental evaluation of the course. This could be done by skype interviews. The
questions in (Doc 2: Appendix VI) are suggestions.

4.7 Constraints

Face validity is defined as the extent to which a test appears to be "a good test" to the
people using it. There is a strong exam culture in the Egyptian education system and most
students expect a written exam. Continuous assessment may lack face validity for the
teachers. However, I want to challenge teachers traditional notions of assessment.
19

Part 5

Conclusion

5.1 Proficiency and Maintenance of Proficiency

The classroom observation highlighted problems of register and tone in managing the class.
I think teachers are unaware of this issue and could be result of differences in register in
Arabic and English. I believe simply highlighting appropriate/ inappropriate register and tone
in English it in one or two lessons will have a significant impact in the classroom.

The ability to critically reflect is an essential teaching competency. Since there was quite a
discrepancy between teachers perceived strengths in their self-assessment and the
diagnostic test, self-reflection forms a core aspect of the course. I feel this will help develop
teachers awareness of their language abilities.

I have tried to bridge activities in the training room with the teachers own lives in school. I
hope this enables teachers to see how the course connects to their professional life and they
can use what they have learnt immediately.

Using Facebook for the portfolio will allow the teachers to share useful resources for
teaching and language improvement. I have used some online resources as part of lesson
and I hope the teachers will continue to use the platform beyond the course.

5.2 Professional Identity as NNESTs

One of the most challenging aspects of course design was converting the nebulous concept
of critiquing discourses surrounding NNESTs, into concrete objectives and lessons. This has
certainly been the most interesting part of designing the course. I hope this will build
teachers confidence as bilingual speakers and they will see their NNEST status as a
teaching strength.

5.3 Constraints

I delivered the teacher training course, referenced in (Doc 1 Appendix III Question
11). I think Teachers were overly positive about the activities. Due to time restrictions,
I didnt conduct any learner style analysis which may have amended this problem.
However, a learner styles survey is built into the course (Lesson 11) so I can take any
information into account as the course progresses.

There were significant differences between grammatical accuracy in the classroom

and teachers oral ability in the other assessments. Such errors could have been a
consequence of the pressure of observation itself and could have affected the
language data (Richards, 2001).

The content of the course was limited to one major theme and teachers may want to
discuss broader topics.
20

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Wightwick, J., & Gaafar, M. (2013). Mastering Arabic 1. Palgrave Macmillian.
Wilkins , D. (1976). Notional Syllabuses. Oxford University Press.
22

Appendices Document 1:
23

A) Course Objectives

Course Objectives and Course Proposal

C/O1 Will be able to use a wider range of appropriate structures for classroom management,
giving instructions and giving feedback.

C/O2 Will be have better control over present simple/ present continuous for the purposes of
classroom management.

C/O3 Will have better control of intonation for classroom instructions and management.

C/O4 Will be better able to use the structures:

used to/ present perfect to compare the past and now

modal verbs/ semi modal verbs to talk about rules and to give advice

C/O5 Will be better able to use hesitation devices, reformulation and filler phrases in
extended stretches of speech.

C/O6 Will have been exposed to a variety of lesson structures discussed them in relation to
their teaching context.

C/O7 Teachers will be more informed about the discourse surrounding their strengths as
bilingual teachers.
 24

B Course Plan
Key
Published material or self-made material which can be found in Document 2 Appendix XI

Unit 1- Education then and now

Week 1
Lesson 1 Lesson 2
Main Aim C/O 4Diagnostic speaking task assessing students C/O 4 Focus on language.
use/ non-use of present perfect/ used to Present perfect to compare past to now
Subsidiary Aims C/O 4Raise students awareness of avoidance or
inaccuracy of structures.
Main Activities Give students two pictures of Egyptian Students identify 10 main changes in their school
classrooms. One from 1950 the other from over the last 10 years. This is used for setting
2011. Ask students to describe each picture context for language presentation.
in turn.
Language presentation
Feed in any unknown vocabulary needed.

Students talk together and write the 10
biggest differences they can see in the two
pictures.
Set the task- Talk for one minute about the
changes in classrooms over the last 20
years.
Controlled oral practice, including substitution drills
and gap fills.
Free practice. Students act out a role play, talking
about how classes have changed.
Students discuss the lesson structure and identify
activities that are very controlled and those which
 25

Students practice the task. are less controlled.

Students re do the task this time they Students discuss the next lesson where they will
record the task and complete the self- present language with their students and suggest
reflection sheet. possible controlled and freer activities they could
do.
Teacher monitors and asks students for
feedback from the self-reflection activity.
Teacher notes areas of avoidance or errors
in the TL.

Link to previous Lesson 1 review and focus on present perfect.

lessons and
review.
Assessment/Home Homework 1: Set up Facebook group page. Post a profile picture that best represents you as a teacher. It
work cant be a picture of yourself. Write a post explaining your picture.
Materials Self-reflection sheet (Appendix, course material, Worksheet with descriptions of activities. Teachers decide
lesson 1.) if theyre controlled or free
(Appendix, course materials, lesson 2.)
Super Land 3 (Evans & Dooley, 2010)
 26

Week 2
Lesson 3 Lesson 4
Main Aim C/O2 Students will be better able to use use to+ C/O 7 Students will listen to proficient B2+ native and
verb inf to compare the past to now. non-native but nonstandard varieties of English. Students
discuss features of pronunciation and features of different
English accents.

Subsidiary Aims C/O 5 Students will be better able to use the filler C/O 4 Students will hear a model of the set task for their
phrases: formative assessment, with examples of target structures
use to/ present perfect.
okay so
I suppose
well
you know
and anyway
and this one time
 27

I kind of

when telling a story about their childhood.

Main Activities Students look at the statements in Practice 1 on
page 19 (Cunningham & Moor, 2005). They guess if
the statements are true or false about each other
and justify their guesses.
I used to love school.
I never used to get into trouble
I still see my friend form school
Students talk together and say how accurate each
other guesses were.
Focus on language worksheet.
Students have 5 minutes to think before speaking.
Students speak together on the topics suggested in
practice 2 page 19.
Students listen to 5 mini interviews of teachers from
around the world discussing how their education
system has changed over the last twenty years.
Students listen again and fill out the table.
Students discuss how easy/ difficult they found each
speaker to understand and what specific problems
they had with the accent i.e speed of speech,
phonemes.
Set students Formative Task 1. Give students the
task, the assessment criteria and the speaking scale.
Teachers can prepare for the task in the lesson.

Write the filler phrases on the whiteboard before the

next activity.

If possible the teachers tell a real story about the

first time they got in to trouble. The text in the
course book can be used instead T2.6 if necessary.
Students listen for key information. Teacher uses
some of the filler phrases throughout the story in a
natural way.
 28

when
where
who was involved
how the story teller felt etc.

Focus students on the filler phrases and ask them if

they noticed them when listening to the story. Ask
students what they were used for.

Students prepare their own story about when they

got into trouble for the first time. Students share
their stories with each other.

Link to previous Link to lesson 1, 2, and 3. The listening offers a model for
lessons the assessment and contains examples of the target
structures: Present perfect and used to.
Assessment/ Formative Assessment 1
Homework Students prepare a two minute presentation of the topic: How schools have changed in Egypt over the last ten
years. Include:
1. The most important changes.
2. Reasons for changes.
3. Your feelings about the changes.
Students record their 2 minute presentation and post it onto the Facebook group. All students are able to listen to
it.

Written feedback will be given to teachers. It will be posted on the Facebook group so all teachers can read all
feedback.
29

New Cutting Edge Intermediate page 19 Table for listening task. Appendix X- Course material-
(Cunningham & Moor, 2005). Lesson 4
Focus on Language- Appendix -Material-Lesson 3.
 30
Running Classrooms
Week 3
Lesson 5
Main Aim C/O 1 Students will be better able to use classroom
phrases to begin and end lessons.
Subsidiary Aims C/O 1 Students will reflect their own routines at the
start and end of lessons.
Main Activities Students will discuss together how they start
and finish their lessons and what routines they
currently use.
Students will listen to the start of a lesson
extract and complete a gap fill of phrases used
(English for Primary Teachers.)
Students will divide the language into phrases
they currently use and new phrases.
Lesson 6
C/O 4 Students will be better able to the use modal and semi
modal structures:
have to/ dont have to/ had to/ didnt have to
can/ cant
were allowed to werent allowed to
to talk about class and school rules in the past and now.
C/O 6 Students compare a guided discovery model of
language presentation. Language will be presented from an
inauthentic text.
Students read a variety of texts from people talking
about the rules at their school. Some texts are people
reflecting on their school days and some of from
current pupils. The texts contain examples of the
target structures.
Students discuss which rules they think were/are too
strict and which are good rules.
Students identify the target structure and the rules for
 31
Students choose 7 new phrases they want to
use with their students and together think of
suitable gestures that match the instruction.
Role play/ game: One student mimes the
instruction/phrase and the others have to say
the instruction accurately.
Students write their new phrases from memory.
Link to previous
lessons
Homework/ Homework: Ask students to collect a few pictures of their classroom, staffroom and school over two weeks. Teachers
Assessment can choose if they contain pictures of people or not.
Material English for primary Teachers page 12
Week 4
Lesson 7
Main Aim C/O 1 students will be better able to identify
appropriate and inappropriate phrases for maintaining
classroom discipline
C/O1 Students will be better able to use positive
language to maintain discipline in class.
making the structures using the guided discovery
worksheet.
Students discuss the rules in the schools they went to
as children and the schools they currently work.
Students say which rules they think were too strict and
which they think are good rules and why.
Students compare the PPP lesson to a guided discovery
model and identify the main differences.
Lesson 2- Students compare a PPP presentation to a guided
discovery approach.
Inauthentic text to present target structures and a guided
discovery worksheet. (Appendix- material- lesson 6)
Lesson 8
C/O 3 Students will be better able to identify polite
intonation with phrases to maintain classroom discipline.
 32
Subsidiary Aims
Main Activities
Students write a list of some of the problems they
sometimes have in class when managing
behaviour.
Teachers compare their ideas and identify the
most common and most serious.
Students divide classroom phrases for discipline
into 3 groups. Polite and positive, firm,
inappropriate.
Give students feedback and students discuss
whether there are any differences between
English and Arabic in terms of appropriacy.
Students will reformulate negative instructions
into positive commands. i.e. Dont turn around-
Can you look at me please.
Teachers discuss why they think children
sometimes misbehave.
Link to previous
lessons
C/O 3 Students will be better able to use polite intonation
when maintaining discipline.
Students listen to a recording of the phrases from
lesson 7 spoken with polite intonation and impolite
intonation. Students try and categorise them.
Students listen again and identify what the
difference is in pronunciation between polite and
impolite intonation.
Students listen to each phrase said with polite
intonation and try and copy it. Teacher listens and
gives feedback.
Students complete a role play (micro teaching.)
Students role play the typical situations identified in
lesson 7. Two students act out some typical
behaviours and one student acts as the teacher,
aiming to use positive commands and polite
intonation. Students switch roles.
Lesson 7. Students use the same phrases as the previous
lesson and not how intonation can change the meaning of
the phrases.
 33

Homework/ Homework: Upload model pronunciation of phrases from week 4 using polite intonation on the Facebook group.
Assessment Students listen and repeat focusing on polite intonation. Students record themselves and upload their work onto the
group.
Material Instructions (Appendix- Material- Lesson 7) Role play(Appendix- Material- Lesson 8)

Week 5
Lesson 9 Lesson 10
Main Aim C/O 2 Free oral practice of present simple and present C/O 2 Raise students awareness of their spoken errors with
continuous. present simple and continuous to talk about actions now
and around now.
Subsidiary Aims C/O 1 Students will have discussed how they give C/O 6 students reflect on the TTT model of language
students feedback on their errors. presentation.
Main Activities Students bring the photos they have collected of Students talk together about how they correct
their school. mistakes when students are speaking.

Students look at the pictures of different Students listen to each others speaking task from
classrooms and lessons and describe what is lesson 9. Students listen and guess which picture
 34

happening in each one. (Pictures from Spratt from Spratt each teacher chose to compare their
p37.) picture with.

Students use the pictures they took of their own

schools as a stimulus for discussion. Students
compare the pictures in English for Language
Teachers page to their own classroom.
Teacher notes down errors with present
simple/present continuous.
Teacher focuses and presents language based on
learner errors.
Using the discussion points as a guide, students
talk about their own classroom, the layout, wall
displays and activities they do with their
students.
Students listen again to their peers speaking task
and fill in the peer assessment form.
Students correct and errors they hear with the TL
and give share the feedback to each other, including
corrections. Teacher monitors carefully. Teachers give
feedback on errors to each other.
Students re do the task after the peer feedback.
Students compare the TTT model to PPP and guided
discovery.

Task- Students compare two pictures. Their own

classroom and then one other from Spratt.
Students speak for one minute, describing and
comparing the two pictures. Students record
their talk.

Link to previous Lessons 2 and 6 comparing PPP, Guided discovery and TTT.
lessons
Lesson 9 students use the task from previous lesson for
error correction.
 35

Assessment/ Formative Assessment 2: Record a 30 minute section of one of your lessons. Choose a 3-4 minute sections where
Homework you are speaking to your students and post it on the group Facebook.

Material English for Language Teachers. Peer feedback and correction table. Doc 2 Appendix -Material-lesson 10.
page 37
Discussion Points- Appendix-
Material- Lesson 9
 36
Language Learning and Language Teaching
Week 6
Lesson 11
Main Aim C/O 4 Students will be better able to use the structures
should+ verb/ could + verb
Subsidiary Aims C/O 4 Students will practice using other phrases for
making suggestions and giving advice.
Main Activities
Students reflect on their audio recording of their
lesson (Formative assessment 2) and the
feedback from teacher and ask any questions.
Students discuss what they know about Howard
Gardeners multiple intelligences. Teachers
discuss the different learning profiles of their
pupils.
Students complete the learning styles
questionnaire in pairs and complete the learning
styles graph before comparing with each other.
Task: Students switch learning profiles and
based on their partners learning profile each
student must devise some self -study activities
that match their partners profile. Teachers
present their ideas to each other.
Lesson 12
C/O 5 Students will be better able to identify and use the
use of hesitation devices in speech.
C/O 5 Students will be more aware of hesitation devices
used in their L1
Students talk together about what they think makes
a good teacher.
Students listen to a conversation between an
interviewer and a student about asking the same
question. Students listen and see if the speakers
have the same ideas as them. Spratt page 130.
Give students the tape script and ask them to listen
and underline areas in the conversation where
either speaker pauses to give them time to think.
Students identify the different hesitation devices
used by speakers and underline them on the text.
Highlight noises, repetitions, short phrases.
Students listen again without the tape script.
Give students a list of talking point face down. Tell
 37

them they will turn them over one at a time.

Teacher listens for modal verbs for advice and Students take it in turn to speak nonstop about the
focuses on student errors. Teacher feeds in new topic in Arabic for thirty seconds. The game is
language for giving advice/ making suggestions. recorded.

Students listen to sections of their speaking and

Students repeat the presentation stage. listen for hesitation strategies used in Arabic.
Students say which ideas for language study Students compare them to hesitation devices in
they thought will be the most useful. English.

Link to previous
lessons
Homework/ Homework: Teachers choose one online resource they currently use to improve or practice English and post it onto
Assessment the Facebook group. Students write a short post explaining what the resource is, how they use it and why they like
it. Students look at each others resource and share their opinions on it next class.
Material Howard Gardner: Birmingham grid for learning English for Language Teachers P 130
 38

Week 7
Lesson 13 Lesson 14
Main Aim C/O 6 Students will have discussed issues surrounding C/O 5 Students will be better able to use reformulation
language varieties and accents in the context Arabic and devices in extended speech.
English.

Subsidiary C/O 4 Students have further practice of modal and other C/O 7 Students will have discussed issues surrounding NESTs
Aims structures from lesson 11 for giving advice. and NNESTs in the ELT profession.

Main Students review some of the issues discussed in

Activities Students discuss their language learning lesson 12 about what makes a good teacher. Review
resources posted on Facebook. hesitation devices.

Play examples of different people speaking Tell students they will play the same game as in lesson
about themselves in Arabic. There are 12 (just a minute) this time they must speak in
examples of different varieties of Arabic from English.
Modern Standard Arabic to very strong local
dialects. Students discuss the difference
between an, accent a dialect and a language. Teachers play the game. All questions relate to the
NEST/ NNEST issue.
Ask students how easy it is for them to be
able to identify the different dialect sand
Students listen to a conversation between two
what pronunciation/ lexical features help
teachers discussing the advantages and
them identify where the speaker is from.
disadvantages of being a NEST and the advantages
Ask them what accent sounds nicest to them and disadvantages of being NNEST.
and why/ if there are any stereotypes
associated with different accents. Students say which arguments put forward they agree
the most with.
Students discuss the benefits of Non Native
 39

speakers learning the standard form of Arabic Students identify which points each speaker had to
versus a local dialect like Egyptian and clarify to make their point cleaner and the phrases
whether one variety is better than another. used to reformulate their ideas.

Students discuss in pairs what accent-dialect

Students prepare for the assessment task 3. Students
or type of English they think students should
work together to think of 8-10 questions they will ask
learn in different situations.
their colleague.
Review language of advice from lesson 11.
Students role play each of the characters in
the worksheet. One person is a language
learner asking for advice the other is a
teacher.

Link to
previous
lessons
Assessment/ Formative Assessment 3: You must design 8-10 questions to ask your colleague/s about their teaching
Homework experience. Record the interview and post it on Facebook.

Material Varieties of Arabic from Mastering Arabic 1 (Wightwick &

Gaafar, 2013).

Language learning situations. Appendix- Material-Lesson

11.
 40

My Languages

Week 8
Lesson 15 Lesson 16
Main Aim C/O 1 Students will be better able to respond to childrens C/O 1 Students will be better able to question and elicit fuller
contributions in L1 and recast their language. responses from their students.
Subsidiary C/O 7 Students will talk about the advantages of being a
Aims bilingual teacher.
Main Students reflect on their audio recording of their Students discuss together some possible reasons
Activities interview and the feedback from teacher. students might not want to speak in English or give
very short answers to questions.

Students discuss together the benefits of being able Students listen to an extract of a teacher with her
to speak their students L1. Pre teach the idea of students and identify the techniques the teacher uses
metaphor. Teachers read the metaphors of L1 and to support her learners and encourage fuller
discuss which one they agree with the most and why. responses. English for Primary Teachers. P56

Teachers try and make their own metaphor of how

Students look at a list of advice to teachers on
they see their L1 as a teacher.
encouraging speaking and decide how far they agree
with each statement.
Students listen to an example of a dialogue of a
Students discuss how often they speak in English
teacher recasting a students L1 utterance. Students
outside the class and whether they feel it is enough.
talk together and ask how the teacher dealt with the
students mother tongue. Elicit phrase carrot and stick. Tell students that the
Principle has asked them to come up with a list of
Give students a list of childrens L1 utterances and
ideas to encourage both teachers and students to
teachers match them to a list of sentences which
speak in more English in school time. Teachers discuss
have been recast.
a range of carrot and stick ideas and then decide
 41

which they think will be most effective.

Students listen to 10 utterances in Arabic from
children and they recast the language in English.

Assessment/ Homework: Teacher posts a podcasts from BBC Learn English onto group Facebook. Teachers listen the podcast and
Homework answer the questions:
C/O How many teachers are there?
What is the difference between an open and a closed question?
Which one is better according to the interviewee?
http://www.bbc.co.uk/learningenglish/english/features/6-minute-english/ep-160107
Material 1. Adapted from Using the Mother Tongue, Prologue
(Prodromou, 2002).
2. Adapted activity from English for Primary Teachers P122.

Week 9
Lesson 17 Lesson 18
Main Aim C/O 5 Students will be more aware of the filler C/O 5 Students will be better able to use the filler phrases to
phrases: clarify points in an interactive conversation.
you mean
do you know
ok
as we said
 42

so
right
okay
yeah
well
exactly
thats right

to clarify points in an interactive conversation.

Subsidiary C/O 7 Students consider bilingual approaches to
Aims language teaching.
Main Activities
Students listen to the first 4 minutes of a
language learning podcast and answer the
questions in Part One of the worksheet.
Students listen to the rest of the lesson and
answer Part 2 of the worksheet.
Elicit the filler phrases from last lesson and write them on
the board. Drill them as a jazz chant.
Teacher tells students that they will demonstrate how to
make a paper aeroplane. Students have to listen carefully
because they will have to make the aeroplane exactly in
the same way.

Students listen to 4:37- 7:00 of the pod cast and Teacher explains and demonstrates using the filler
answer the questions in Part 3 of the worksheet. phrases introduced in the previous lesson.

Students now make the aeroplane together.

Students give their opinions on the BBC learn
English Podcast from the homework. Students
compare the structure of both and say which
they think was a better lesson.
Students teach each other imagine they are
demonstrating this to their class and teaching their
students how make the aeroplane(Micro teaching)

Task: Give students a simple task e.g. fry and egg/ tie a
 43

shoe lace/send an SMS. Each student makes a short How

to recording explaining their task without saying what the
task is. Encourage teachers to use the filler phrases.

Students listen to each others How to and guess the

task.

Link to Link to homework: Lesson 15. Lesson 17- students revise the filler phrases and try to produce
previous them in a short presentation.
lessons

Assessment/ Students listen again to the first two minutes of the BBC Podcast and listen for any filler phrases the presenters use.
Homework There are examples of:
err
you know
well
okay
Students choose another 6 minute English Podcast and listen and do the related vocabulary tasks.

Material http://www.arabicpod.net/user/why_signup
Pre Intermediate Level
Listening task. Appendix- Material- Lesson 17
 44
Week 10
Lesson 19
Main Aim C/O 1,2,3,5,6,7 Students will revise and practice the
language over the course in an extended speaking task.
Main Activities
Students discuss the two language pod casts from
lesson 17 and their homework and their answers to
homework questions.
Students decide on a useful language item as the
focus for the lesson.
Students write a short dialogue containing their
target language.
Students decide the structure of their lesson.
Teacher monitors and helps where necessary.
Lesson 20
C/O 1,2,3,5,6,7 Students will revise and practice the
language over the course in an extended speaking task.
Teacher gives students feedback on their audio
recording using the speaking scale Doc 2 Appendix
X. Teacher highlights specific areas that they want
teachers to try and improve in red as well as written
advice.
Teachers re do the Pod cast.
Once teachers are happy with their final attempt
they choose/take a suitable photograph to represent
the lesson.
Students write a very short description of the lesson.
 45

Students make their podcast when ready. Students post their pod cast and work on Facebook.

Students choose if they want to make a video or

audio recording. Students listen and talk together
about how it could be improved.

Assessment/ Formative Assessment 4: Students prepare their own Arabic pod lesson/ radio program. The aim of their podcast is to
Homework teach a short dialogue of Egyptian Arabic to an English speaker with very beginner levels of Arabic. English will be the
medium of instruction.
46

Collated findings from NA and DT

I. Collated Results of Needs Analysis- Results of Target Situation Analysis based on

Project Manager Interviews and School/ Classroom Observations
This Target Situation Analysis is based on a framework proposed by Hutchinson and Waters
(Hutchinson & Waters, 1987).
Why is the language needed?
Teachers are expected to teach their lessons in the medium of English so they use it
on a daily basis in their work environment. Higher status is attached to teachers who
teach higher up the school levels.
Teachers get promotions into the higher grades; this is based on both their
experience and their language level.

How will the language be used?

All mediums of English are used by the teachers. They have to deliver and run their
classes in English, the text book is fully in English, teachers read and mark students
work and provide written models on the white board.
The sponsor has requested that the medium of speaking is prioritised.

What will the content areas be?

The content areas will be limited to the language teachers need in order to manage
the classroom and the content of the primary three curriculum.

Who will the learner use the language with?

Teachers will primarily use the language with their students. Students range between
9-11 years and between low A1 to high A1 in terms of language proficiency.
All teachers tend to speak in Arabic with their colleagues and the students parents.

Where will the language be used?

Language is used predominately in the classroom. Outside lessons the teachers
speak to children in both Arabic and English.

II Learner Needs Analysis based on Questionnaires and Interviews with the Teachers
This Learner Needs Analysis is based on a framework proposed by Hutchinson and Waters
(Hutchinson & Waters, 1987).
Why are the learners taking the course?

This is an optional course, though the learners themselves have expressed a desire
for a formal language course.
All three teachers show high levels of interrogative motivation to improve their
proficiency and are currently trying to self-study. They all express very positive
attitudes towards developing both their own and their students ability in English.
They all said they wanted and needed to improve their own language.
There is no obvious external motivation to improve in terms of promotion or salary
increase, though teachers with better levels of English are often invited to teach
higher levels in the school so there is some status attached to language proficiency.
47

How do the learners learn?

Shaimaa and Abeer took languages at university, with English as their major and
German Italian as second languages respectively. Michael studied in the faculty of
education.
All teachers articulate support for communicative methodologies in the language
classroom, though this is not always reflected in their teaching practice.
They all have very strong opinions on the role of the teaching and learning process
and have a lot of experience in the classroom to inform their opinions.
Teachers seemed reticent to give low scores to activities. However from my
observations in training sessions they seemed to be particularly motivated by
discussion and practicing new techniques through micro teaching, this observation is
supported by the questionnaire. Question 11.
They were less enthusiastic about reading articles or watching videos online.
All teachers said they were currently trying to improve their English through
independent study, all three said they used the internet for some type of self-study.

Professional Identity as Teachers

Questions relating to professional identity elicited conflicting responses between the
questionnaire and interview. All teachers disagreed strongly that being a NNEST
resulted in feelings of inadequacy in the classroom. However, in the interview all
teachers said themselves that they would prefer to be taught by a native speaker
because they thought native speaker teachers offered better models of
pronunciation.
There was a feeling that both NEST and NNESTs offer different perspectives on
teaching and this was a positive in teacher training courses.

III Learner Needs Data

Questionnaire Rubric and Collated Results
Self-Perceptions of Proficiency-B
1) Rate you own confidence in the following areas of English.
Give each item a score between 1 and 5
1 2 3 4 5

Very Unconfident Average Confident Very Confident

Unconfident

Speaking Writing Listening

Reading Grammar Pronunciation

Vocabulary

Results
speakin writing listenin reading gramm pronunciati Vocabula
g g ar on ry
Shamai 3 3 4 4 5 5 5
Michael 5 5 5 4 4 5 4
Abeer 4 4 5 5 5 4 5
48

2) For future language courses, rank the following areas least to most important.
1= least important area 7= the most important area.

Speaking Writing Listening

Reading Grammar Pronunciation

Vocabulary

Results
Order of Shamai Michael Abeer
Importance
7 speaking speaking speaking
6 pronunciation listening pronunciation
5 writing pronunciation vocabulary
4 listening vocabulary listening
3 reading reading reading
2 grammar writing writing
1 vocabulary grammar grammar

Classroom Language D
3) What proportion of the classes that you teach should be done in Arabic and how
much should be done in English?
Write an answer in the box provided:
Results
All teachers answered that the 90 % of the class should be conducted in English and 10
percent in Arabic.

4) What parts of the lesson should only be conducted in English? Which should be
done in Arabic? Why?
Results
Shamai: Arabic can be used to explain the meaning of a difficult word.
Michael: We sometimes have children with learning troubles in the class and we need to
help them individually in Arabic.
Abeer: Explaining some meanings of vocabulary can be done in Arabic, but the rest parts
should be done in English.

5) Are there any activities you dont feel confident in doing in English?
All teachers answered no.

Perceived Status as NNESTs and Impact on professional Identity E

6) Order these skills from most important to least important for a teacher.
1= most important.
5= least important.
49

Understanding Egyptian students.

Native English speaker
Professional knowledge
Teaching experience
Types of activities.

Results
Rank Shamai Michael Abeer
1 Teaching experience Professional Professional
knowledge knowledge
2 Professional Teaching experience Teaching experience
knowledge
3 Understanding Native speaker Types of activities
Egyptian students
4 Native speaker Types of activities Understanding
Egyptian students
5 Types of activities Understanding Native speaker
Egyptian students

7) Tick the areas you would prefer to ask help from native speaking English teachers?
You can choose more than one area.
Grammar Language Use Pronunciation

Culture of English Language learning skills Oral skills

Results
Grammar Languag Pronunciati Culture Languag Oral
e Use on e Skills
learning
skills
Shamai Yes Yes
Michael Yes Yes
Abeer Yes Yes

8) Tick the areas you would prefer to ask help from Egyptian teachers? You can
choose more than one area.
Grammar Language Use Pronunciation

Culture of English Language learning skills Oral skill

50

Results
Grammar Languag Pronunciati Culture Languag Oral
e Use on e Skills
Shamai Yes
Michael Yes
Abeer Yes

9) Give each sentence a number from 1- 5, showing how much you agree with the
statement.
1 2 3 4 5
I totally I disagree I dont agree I agree I strongly
disagree or disagree agree

a) I feel inferior compared to Native Speaker Teachers.

b) I often wonder if my accent makes it hard for people to understand me.
c) I am not sure if I am able to teach English well, since I am non-native speaker teacher.
d) I sometimes feel disrespected because I am a non-native speaker

Results
a b c d
Shamai 2 3 1 2
Michael 1 1 1 1
Abeer 2 1 2 1

Maintenance and Improvement of Proficiency C

10) What do you do most in order to maintain your English?
You can tick more than one box.

use it every day read for pleasure watch films/TV listen to

podcasts/radio

formal study other please give an example.

Results

Use it read for watch listen to formal other

every pleasure films/TV podcasts/ra study please
day dio give an
example.
Shamai Yes Yes Yes Yes
Michael Yes Yes.
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practise
with
native
speakers
Abeer Yes Yes Yes Yes

Learning Preferences
11) Think of the activities we did on the last training course and give each activity a
score.
5= I enjoyed this activity a lot.
1=I didnt enjoy this activity at all

Sharing my opinions with colleagues Learning about teaching theories

Working on my own to answer questions Playing games
Practising activities we learned Learning new words
Watching videos online Doing activities where I had to
move around
Reading articles

Results

Shamai Michael Abeer

Sharing my opinions with 5 5 5
colleagues
Working on my own to 4 4 4
answer questions
Practising activities we 5 5 5
learned
Watching videos online 3 5 4
Reading articles 4 4 4
Learning about teaching 2 5 3
theories
Playing games 5 5 5
Learning new words 5 5 5
Doing activities where I had 5 5 5
to move around
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Biographical Data from Interview

Full Name Shaimaa Michael Hamdy Abeer Ismail

Mohammed Wadie
Age 30 36 29
Education Faculty of Arts. Faculty of Arts. Faculty of Arts.
background English and English and English, French,
German Education Spanish
Did you Yes Yes Yes
speacialise in
English at
University?

Have you taken Yes at school Yes TOEFL (no Pronunciation and
any courses in data on grades) phonics course
learning taken at the
English? National Institute

Teaching 9 years 13 years 10 years

experience: Less
than 5 years 5
-10 years More
than 10 years

Which level/ Primary 3 Primary 3 Primary 3

levels are you
teaching now?
Primary 1 2 3 4
5

What levels KG 4-5 and Primary all stages Primary all stages
have taught in primary 1 ages 6-11 and ages 6-11
the past? Prep 12-14

Do you speak German as a 3rd French and Italian French and

any other language Spanish as a third/
languages? fourth language
What? What
level are you?

Why did you Its suitable for I love teaching I like English
become an family life. language.
English teacher?
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54

IV Collated Results of Diagnostic Tests

Band descriptors can be found in Doc 2: Appendix X

Task 1 Interactive Interview

Abeer Michael Shaimaa

Adequacy of Maintenance of interaction 3 3 4
participation
Initiative, expansiveness 4 3 5

Quality of ideas Maturity and quality of 4 4 5

thought

Interpersonal skills Engagement, rapport 4 5 4

Nonverbal behaviour 4 3 4

Coherence and Cohesion and Coherence 3 3 3

expression
Register and tone Politeness 3 3 4

Level of formality 3 3 4

Tone of voice 3 3 3

Linguistic criteria Range of structures 2 2 3

Range of vocabulary 3 3 3

Accuracy 2 3 4

Pronunciation Intonation 3 4 4

Stress and rhythm 4 3 4

Phonemic accuracy 4 4 4
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Results

Task 2 Presentation
Abeer Michael Shaimaa
Quality of ideas Maturity and quality of 3 4 4
thought

Interpersonal skills
Nonverbal behaviour 3 3 4

Coherence and expression

Cohesion and Coherence 3 2 5

Register and tone Politeness 3 4 4

Directness 3 4 4

Level of formality 3 4 4

Tone of voice 4 4 4

Linguistic criteria Range of structures 2 3 4

Range of vocabulary 3 3 4

Accuracy 2 3 4

Pronunciation Intonation 4 3 4

Stress and rhythm 3 2 3

Phonemic accuracy 3 3 4

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Lesson Observations

Abeer Michael Shaimaa

Interpersonal Engagement, 3 5 3
skills rapport

Nonverbal 3 3 3
behaviour

Register and Politeness 2 4 2

tone
Directness 2 4 2

Level of formality 3 3 3

Tone of voice 2 3 2

Linguistic Range 2 2 2
criteria
Accuracy 2 2 2

Pronunciation Intonation 2 4 2

Stress and 3 3 3
rhythm

Phonemic 3 3 4
accuracy

Examples of Learner Language and Learner Errors

Shaimaa

Interview

Utterance Error
If we need anything she can help us Wrong tense.
One of my yani yani professors L1 discourse marker.
The books was very bad Verb noun agreement.
In the past we cant depend on the Incorrect modal.
school books
Its something funny for them Wrong word.
Its not here in Egypt yani I dont know L1 discourse marker.
why
You can be college graduate but you Incorrect modal
are ignorant
Maybe the media can help Incorrect modal.
product Pronunciation. Incorrect word stress.

Presentation
Utterance Error
Im specialised at Wrong preposition

Emma Halliday- Language Development for Teachers

57

That was benefit for me as a teacher Wrong word formation.

It was actually as I felt it was so
actually thats why I am so happy
actually to be upgraded actually
I want to do games
We didnt do this before
Discourse management/coherence
over use of actually.
Wrong collocation.
Wrong tense. Present perfect.

Classroom Observation

Utterance Error
rectangle pronunciation word stress
Why you are laughing Word order and question formation.
shut up x6 register
The shape is what? Word order. Question formation
have ey? have ey? have ey? L1 question formation.
Now we talk about shapes Missing word. Wrong tense.
sit register
Where you go? Missing word. Wrong tense.

Michael
Interview
Utterance Error
It depends on what is the weather like Word order after conjunction.
No contrary Missing words. Incorrect preposition.
/prt/= priority Incorrect phoneme
I never forget her Missing word. Tense.
She was as a mummy to me Wrong word.
We were less number of students Wrong word.
Education process became more Tense.
complicated
I feel sorry about those children Wrong preposition.
I wish I improve myself Missing modal verb.

Presentation

Utterance Error
The new methodologies I learn d Pronunciation.
It makes my work less stress Wrong word form.
Now I am preparing for a TESOL Pronunciation word stress
presentation

Classroom Observation
Utterance Type of Error
This is old or new? Word order. Question formation.
What this? Missing word. Question formation.
When I catch a pen like this Wrong word.
So I have a pundle of money Incorrect phoneme.
Can you count a number of paper here Wrong word.
Now what are this? Wrong phoneme.
this is an old pen? Word order. Question formation.
Their dad wants to learn them a lesson Wrong word.

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Mr Michael teach or learn you Wrong word.

Abeer
Interview
Utterance
He makes me like English
He show you the sentence
I write on the board
The is big change
Here teachers hasnt got a position in
society
I am ambition to take my position in
society
Doctors have a big salary
Teachers takes 750
Parents and students now didnt
behave as if teachers are important.
How the children should obey the
teachers?
saab its very hard saab
Error
Wrong Tense (past simple).
Wrong tense(past simple).
Wrong tense(past simple).
Wrong tense(present perfect).
Tense formation.
Word form.
Wrong word.
Wrong word. Tense formation (present
simple).
Wrong tense (present simple).
Question formation and modal verb.
L1 code switching.

Presentation
Utterance Error
I learned new education ways Wrong word formation.
To make it more ably for students Wrong word.
They can understand the lesson more Wrong word formation.
easier
She had a lot of trainings Formation of plural.
Make education as a fun Article.

Classroom Observation
Utterance Error
Where is your friends? verb- noun agreement.
Where are you go? Wrong tense.
Why are you crying? Why are you Tone.
crying?
I count to ten and you stop eating. Wrong tense.
Keep your mouth shut Register.
Mohammed is absent? Word order. Question formation.
Where is the girls Wrong word. Formation of present
simple.
What is this Missing word. Question formation.
Whats wrong with you? Register.

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stop taking Tone.

Teachers attempts and avoidance of the structures within the Primary

3 curriculum in the oral interview

Structure Shaimaa Michael Abeer

Verb be
Present Simple
Adverbs of
frequency
Can for ability
Present
continuous
Past simple
Could
Used to
Much/many/some
Comparatives
Superlatives
Present perfect
Going to/ present
continuous
have to
must/mustnt

didnt attempt the attempted the structure used the structure well
structure/ avoided the but was inconsistent or with no errors
structure with errors

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Emma Halliday- Language Development for Teachers