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Dr. Anne Burns
Macquarie University
Sydney
Australia
anne.burns.mq.edu.au
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Bio
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Dr. Anne Burns is a Chair Professor and former Dean in the Department of Linguistics, Macquarie University, Sydney where she teaches on postgraduate programs and supervises PhD students in applied linguistics. She has published numerous books, including Collaborative Action Research for English Language Teachers (Cambridge, 1999), Doing Action Research in English Language Teaching (Routledge, 2010), and The Cambridge Guide to Second Language Teacher Education (with Professor Jack Richards). Two other books with Jack Richards are in preparation, The Cambridge Guide to Pedagogy and Practice and Tips for Teaching Listening (Pearson Longman.
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Abstract
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The teacher as researcher in ELT research
Action research is a powerful professional tool for language teaching that helps teachers explore issues of direct relevance to enhancing their work. This presentation will look at what action research and will provide an introduction to methods and processes for carrying out action research. Examples from action research projects that have been carried out in Australia and elsewhere will be used to provide illustrations of how teachers have conducted action research in their classrooms.
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Dr. Kim Song
University of Missouri – St. Louis
USA
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Bio
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Dr. Kim Song is Associate Professor in Division of Teaching and Learning, College of Education, University of Missouri – St. Louis. She is Director of Teaching English to Speakers of Other Languages (TESOL) Program at University of Missouri – St. Louis. Her research Areas include TESOL Methodology for non-native speaking teachers, Sheltered Instructional Observation Protocol (SIOP) in content and language competence development, Instructional cycle, Reflective assessment using video analysis, visual literacy, urban teachers’ beliefs, and reflective electronic portfolio.
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Abstract
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Hybrid Pedagogical Frameworks for English As an International Language
The presentation shares a professional development project with Omani English teachers and teacher educators using hybrid pedagogies. The goal is to examine if the participants could improve their teaching academic content and English language using a natural approach. Hybrid pedagogical frameworks are used as a tool to enhance teaching outcomes. The professional development tool includes: 1) four-step backward teaching cycle, 2) a reflective thinking cycle, 3) videotaping and 4) sheltered instruction observation protocol.
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Bio
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Dr. Philip Hubbard is Senior Lecturer in Linguistics and Director of English for Foreign Students at Stanford University (USA). A professional in computer-assisted language learning (CALL) for over 25 years, he has published in the areas of software development and evaluation, technology and listening, teacher education, learner training, CALL research, and CALL theory. He serves on the editorial boards of four major CALL journals and recently edited the four-volume series Computer Assisted Language Learning: Critical Concepts in Linguistics (Routledge, 2009).
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Abstract
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Training language learners to use technology effectively
This presentation proposes that just as teachers need specialized training to use technology successfully in their teaching, so too do students need such training to use technology effectively for their learning. The presenter begins by providing evidence from multiple sources supporting this proposition and then describes a model for learner training. He demonstrates how this model has been integrated into an advanced listening class, offering guidelines for incorporating it into other language classes and activities.
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Bio
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Dr Saleh Salim Al-Busaidi is an Assistant Professor of EFL at Sultan Qaboos University, Oman. He is currently the Acting Director of the Language Centre. He received his MA at the University of Exeter, UK in 1997, and PhD at the University of Illinois at Urbana-Champaign, USA in 2003.
Dr. Rahma Al-Mahrooqi is an Assistant Professor at Sultan Qaboos University, Oman. She has a BA in English Education, an MA in English Curriculum and Teaching Methods and a Ph.D. in English and Communications Education.
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Abstract
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Meeting the local needs in material writing
Textbooks are viewed as an essential tool for language teaching. Despite their abundance, very few commercial textbooks seem to meet the local needs of a certain context. This presentation aims at elucidating some of the pitfalls of commercial textbooks, and sharing the successful experience of the Language Centre at SultanQaboosUniversity in producing local teaching materials. The presenters will discuss the process, approach, framework, challenges and feedback and offer some suggestions for similar projects.
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