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8 Current Trends in Teaching and Learning EFL/ESL

Posted on 16 December 2013 by Deena Boraie

The TESOL Presidents Blog

Last month, I had the good fortune of having been invited as a plenary speaker in
MexTESOLs 40th anniversary convention, held in lovely Quertaro. I had a
wonderful time, and I really felt at homeI discovered that Mexicans have a lot in
common with my people (Egyptians). During the convention, I was also asked to
give a talk about the current trends in English language teaching and learning in
an EFL or ESL context. I was very pleased to do so, and here are the key eight
trends that I talked about. These are not necessarily an exhaustive list and most
likely there are other trends that I have not mentioned.

Trend 1: Change in the Goal of Teaching English

In my opinion, there are two key changes in the purpose of teaching English.
Firstly, as Penny Ur (2009) noted the goal is to produce fully competent English-
knowing bilinguals rather than imitation native speakers. As I mentioned in a
previous blog, the purpose is not to aspire to become native speakers of English,
because we are already native speakers of our own L1, but to focus on English as
a means of communication. Secondly, English is not viewed as an end in itself but
as a means to learn content such as science and mathematics. Content and
language integrate learning (CLIL) is an approach where the English teacher uses
cross-curricular content and so the students learn both the content and English.

Trend 2: Early Start in Teaching English

Many countries have started teaching English in earlier grades at school. For
example, since 2011, Saudi Arabia and Vietnam have been introducing English
from Grade 4. Also in 2011, Japan introduced English in the primary stage, and,
in 2012, Dubai introduced English in the KG stage instead of Grade 1.

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Trend 3: Change in the Approach to Teaching Culture

Both the local or native and international culture dominate in English language
classes. There is less focus on teaching the culture of native speakers of English
unless there is a specific purpose for doing so.

Trend 4: Changing View of an English Teacher

It is increasingly being recognized that the quality or effectiveness of teachers is

determined by their linguistic, teaching, and intercultural competence rather
than their being a native speaker of English.

Trend 5: Change in Teaching Content and Test Design

Teachers use a range of local texts or English translations of literature in the

classroom. The use of L1 as appropriate as well as the use of a variety of accents
in listening activities or tests are encouraged in English language classrooms.

Trend 6: E-Learning

Because of the proliferation of tablets and smart phones, I believe that textbooks
will disappear in a few years. Furthermore, the access to knowledge in terms of
flexibility and mobility has changed drastically.

Trend 7: Strategic Teaching and Learning

Teaching in English language classes focuses on fostering student thinking as

well as language content, outcomes, and learning activities. There are significant
and complex student-teacher interactions inside and outside the classroom. The
gamification of learning is emerging as a way to make language learning more
engaging and relevant to the younger generation.

Trend 8: Teachers as Life-Long Learners

In a knowledge-based society and to remain competitive and employable, teachers

are expected to engage in continuous professional development or professional
learning activities from the beginning to the end of their careers. As with any
other profession, teachers are also expected to assume greater responsibility for
their own professional learning, continually developing their knowledge and skills.

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How have these trends affected your teaching? I look forward to hearing from you
about additional trends that I neglected to mention.

About Deena Boraie

Deena Boraie is the dean of the School of Continuing Education at the

American University in Cairo, Egypt, and president of TESOL
International Association. She is a language testing expert and teaches
research methods in the MA/PhD Applied Linguistics Program at Cairo
University.

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Three Trends that Will Influence Learning and Teaching in 2016

January 10, 2016 ~ Debbie Morrison

What will 2016 hold for education? Theres no shortage of articles and reports
with predictions describing what to expect for the coming year. Its tempting to be
dismissivescanning the headlines knowing that predictions are far from a sure
bet. Yet for educators, considering trends across industries in conjunction with
current developments in education is constructive, strategic and provides an
edge; it gives insight, helps us prepare and be proactive. In this post I share my
analysis of current trends and developments within higher ed and k-12 and
outline what to expect in 2016.

Theres a spate of articles on the Web across all sectors: education, business,
consumer and design, all describing what to watch formicro-credentialing,
wearable technology, mobile, augmented reality and a host of others. Yet how are

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these trends applicable or relevant to educators? I analyzed numerous sources,
some specific to education and many not, to determine what will affect the
education sector in 2016. I consulted New Media consortiums collaborative Wiki
for the 2016 NMC Horizon report, Mary Meekers annual Internet Trends report
(2015), and Fast Companys Future of Work Trend Report along with several
articles and reports from this past year*.

I identified three themes: 1) Alternative credentialing, 2) Experimentation in

new teaching models and learning spaces, and 3) Student-driven
personalized learning. Two other themes are worth noting, Gamification and
Augmented Reality. Yet I dont see these as influencing education for the short or
medium term given the challenges with implementation, and with augmented
reality, the uncertainty of its effects on users health and cognitive state.

1. Alternative Credentialing and Pathways to Higher Education

I dont buy the argument that MOOCs havent disrupted higher education.
MOOCs have led to significant discussions about alternative learning pathways
and institutions have responded with education programs that not only provide a
variety of learning options, but embody alternative credentialing. Alternative
credentialing can be described as alternate methods of assessment for learning
(with the traditional degree as the metric), and recognition of that learning in
credentials other than a degree. Badges was one of the first alternatives. Now we
have programs by MOOC providers such as Udacity with their Nano-degrees,
Coursera with its Specializations, and edXs Professional Certificates. Whats new
this past year is the increase of alternative programs offered by higher education
institutions, such as Bootcamp programs, MOOCs for credit, and mini degrees as
in MITs MicroMasters.

Drivers of Alternative Credentialing

Student demand: With increased Web-connectivity, students have access to

learning platforms, informal learning using social media platforms, and
learning-specific apps. Access via mobile devices continues to grow;
connectivity via smartphones has increased in the US from 18% in 2009 to
64% in 2014 (Meeker, 2015) and in other nations (Pew Research).

Increase in non-traditional students. A huge market existsadults in the

work force who are looking for opportunities to learn new skills to improve
their career options.
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 Employer Support: Employers within the technology and financial sector
claim there is a skills shortage which explains why several have partnered
with MOOC providers and education institutions to create programs, as
AT&T did in support of Georgia Techs online Masters degree in computer
science.

Government support: Governments seek opportunities to lower costs of

education and increase access which translates into funding for alternative
education pathways. This quest often involves grants and funding programs
for digital learning, flexible degree pathways that may involve recognition of
work experience in competency-based programs.

Developments in Alternative Credentialing

Six universities are piloting a global transfer system for their MOOCs (Times
Higher Education) and 7 universities are collaborating on a University
Learning Storea portal for micro-credentials, featuring online content,
assessments and tutoring (Inside Higher Ed)

Department of Education (DOE) launches the Educational Quality through

Innovative Partnerships (EQUIP) experiment (DOEs Fact sheet)

The American Council of Education recently launched a significant

program The Alternative Credit Project that helps students complete lower-
division courses online from accredited providers

Degree within Reach a program in Colorado that offers reverse transfer

allowing students to combine credits from 4 and 2-year institutions for an
Associates degree

2. Experimentation in New Teaching Models and Learning Spaces

There are claims that the education system is broken, a term that is not
constructive or accurate. A more fitting description is one that outlines how the
traditional education model is transforming in response to digital technology and
culture. As a result there are a variety of new models; school models in the K-12
sector that aim to adapt to the changing culture and improve a system that is not
serving students adequately, as well higher education institutions who are
reinventing their learning spacesa more subtle approach to changing the
traditional learning model from one that is instructor-focused and passive to one
that is student-centered and active.
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Examples of new models: Sal Khans Lab School, a school to investigate and
explore new methods of learning and teaching, Mark Zuckerbergs The Primary
School geared to low-income children where health care and education are
combined under one roof. In higher education theres Purdue Universitys
IMPACT program, which includes new classrooms and active learning spaces that
support blended learning. Others, Vanderbilt University with their emphasis on
creating new learning spaces, and University of Central Floridas large-scale
program that is increasing the number of students it serves while lowering costs
by offering students F2F courses along with an ever-widening menu of online and
blended courses.

Drivers of New Teaching Models and Learning Spaces

Under-performing K-12 schools and poor performances in international

tests via OECD PISA testing

Pressure on higher education institutions to reduce costs, increase access

to under-served groups, and improve performance

Our digital culture where students have 24/7 access to information, can
learn anytime and anywhere, in conjunction with institutions that are
struggling to leverage the culture shift

Purdue Universitys Active Learning Classroom http://www.lib.purdue.edu

Developments in New Teaching Models and Learning Spaces

The Tech Elites Quest to Reinvent School in Its Own Image via Wired
Magazine

Oklahoma Universitys Core Classroom, The Core is Oklahomas premier

meeting and active learning space via ou.edu

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 Arizona State Universitys Global Freshman Academy to offer full university
freshman level courses for credit via edX

3. Student-driven Personalized Learning

Personalized learning is one of the top buzzwords in education now; it suggests a

host of different learning methods that are typically institution-driven. Yet I
suggest that personalized learning is, and will continue to be learner-driven
where learners control their learning and become not just consumers of content
but active creators of content, building knowledge through collaboration and
connectivity via smart phone apps.

Students will be in control not only of when they learn, but will demand that they
contribute to their learning through discussions and collaboration, creating
content while doing so. This student-driven phenomenon suggests that schools
and higher education institutions will need to respond by creating learning
programs that acknowledge that the learner is seeking this kind of personalized
learning experience.

Drivers of Personalized Learning

Learnersbecause of their ownership of mobile devices with Web access

Learnersgiven the abundance of phone apps that allow them to create

content and collaborate

Learnerscommunicating within messaging apps, which Meeker suggests

will evolve into major communication hubs (slide #53)

Developments in Personalized Learning

Universities providing guidance to faculty on how to incorporate the

strategy of student-generated content, Santa Clara University

Students taking charge and creating content as this example of students

developing an app at Columbia University for an anatomy class

Progressive educators using social media apps in the classroom, Learning

by Messaging (Guan)

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Conclusion
Though we cant predict exactly what will happen in 2016, we can make informed
decisions and be strategic for the upcoming year. Nothing is certain in the future
except change as the saying goes, yet being proactive rather than reactive will
put educators in the best position for a successful 2016.

References *

Four Trends that Will Change the Way we Work by 2021, Fast Company

The consumer sector in 2030: Trends and questions to consider, McKinsey

& Company

5 Higher education trends to watch in 2016, Education Dive

5 K-12 trends to watch in 2016, Education Dive

Mary Meekers 2015 Internet Trend Report, Slideshare

Top e-learning Trends for 2015, e-Learning Industry

Higher ed CIOs share campus tech predictions for 2016, Education Dive

Is bigger better? 54,000 students and growing, U. of Central Florida storms

higher ed, The Washington Post

Wither alternative (and improved) credentialing? Changing Higher

Education

Nano-Degrees as a New Model to Integrate into Higher Education, Forbes

Coursera Partners with Tech, Financial Firms for Online Classes, Wall
Street Journal

Meet the Classroom of the Future, NPR

What Does Virtual Reality do to Your Body and Mind, Wall Street Journal

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TEXT 3:

8 Major Trends in the Global ELT Field

Posted on 15 October 2014 by Yilin Sun

The TESOL Presidents Blog

Recently, I have been invited to share my perspectives on major trends in the

global ELT field at several international conferences. Heres a summary of what I
shared with the participantsof course this isnt a comprehensive list. I think
that trends in todays ELT field can be broken down into three major categories:
globalization, localization, and interdisciplinary collaboration. Id love to hear your
thoughts on current trends, as well.

Trend 1: Changing perspectives on English teaching and learning

Over the last 50 years, and especially during the last 20 years, the ELT field has
seen a dramatic change in our views of the role of English language teaching.
English educators have realized that many language learners know more than
two languages. English is not simply their second language anymore. With this
awareness, acronyms for the field have also evolvedfrom TESL (teaching English
to second language learners) to TESOL (teaching English to speakers of other
languages), from Western English to English as an international language (EIL).
The term TENOR (teaching English for no obvious reasons) has been replaced by
TESR (teaching English for social responsibilities) and CLT2 (communicative
language teaching, contextualized language teaching). Nowadays, more and more
research and discussions have focused on the issues of World Englishes and
English as a lingua franca (ELF) rather than simply referring to any English
spoken outside of the United States, Canada, the United Kingdom, and Australia
as EFL.

Trend 2: Changes in goals of English teaching and learning

The goals of ELT have changed from focusing solely on developing language skills
and mimicking native English speakers to fostering a sense of social responsibility
in students. More and more educators realize that we cant claim success in
teaching, no matter how fluent our students become, if they are ignorant of world
issues, have no social conscience, or use their communication skills for
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international crime, corruption, or environmental destruction (Cates, 1997;
Brown, 1994). With this growing awareness of the importance of producing
responsible citizens for society, teachers now well recognize that the teaching of
English is not simply a project to prepare students to imitate native English
speakers as language learners but that it should produce fully competent
language users, critical thinkers, and constructive social change agents, as
Crystal (2004) and Cook (2005) noted.

Trend 3: Changes in approaches to teaching

The 21st century is referred as the Postmethods Era by many scholars

(Kumaravadivelu, Brown, Larsen-Freeman, and Mellow to name a few), where the
focus of teaching is on eclecticism. Eclecticism involves the use of a variety of
language learning activities, each of which may have very different characteristics
and may be motivated by different underlying assumptions. Today, the use of L1
in L2 pedagogy and the use of different accents in listening activities and tests
are encouraged in teaching and learning.

Trend 4: Changes in teaching content, curriculum design, and assessment

The field is recognizing the growing importance of content and disciplinary

knowledge. This increased focus on CBLI, CLIL, SIOP, and ESP has meant that
more and more programs require English teachers to use cross-curricular, cross-
disciplinary content in teaching and to teach both the content and English.
Textbooks and learning materials include more multicultural content, drawing on
both local and global resources to help students gain multiple perspectives and
cultural understandings. Curriculum design is more content based and theme
based with emphases on both language and content knowledge. Learning
outcomes and learning standards are broader and pursue the development of not
only language skills, but critical thinking, learning strategies, and related content
knowledge and skills in the real world. Today, standards, accountability, and
assessment have become a major focus of the educational reform in many
countries in the world.

Trend 5: Expanding the dimension of communicative competence

A large focus of recent research and publications has been expansion of the
framework of communicative competence. Some scholars have introduced a new
way of looking at second language acquisition (SLA) as multi-competence (Cook,
2012), and others (Byram, 1997, Kohn, 2013) focus on the importance of
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intercultural communicative competence. The implication here is that when
teaching intercultural communicative competence, teachers need to attend to
both local and international cultures. The goal is to produce effective language
users competent to use English as an international language, not just learners
who mimic the inner- circle countries languages and cultures.

Trend 6: Changing views of an effective English educator

With the changing views of communicative competence and the awareness of

intercultural competence, perceptions of what constitutes an effective English
teacher are also changing. Recent studies on World Englishes and ELF, as well as
the roles of nonnative-English-speaking teachers (NNESTs) in the TESOL field,
have made more people recognize that the effectiveness of English teachers
should be determined by their linguistic, instructional, and intercultural
competence rather than simply by their linguistic identity. We want to make sure
that our students are served by well-prepared and well qualified teachers
regardless their first language background.

Trend 7: Rapid development and integration of information technology in

ELT

The recent rapid development of technology and the use of cell phones and
different multimedia devices have opened endless possibilities for teachers to
teach English and access information. The Internet, YouTube, Web.2.0, e-books,
and various websites have changed how we prepare our lessons and instruct our
students. Now, with ready-made materials at the touch of a keyboard button, it is
a lot easier to bring real-life issues to the classroom and have a meaningful
discussion. Appropriate integration of technology in the classroom encourages
students to use language in many different ways. Furthermore, learners from
different parts of the world can get connected and exchange ideas via the Internet
and other media devices. Students may know more than their teachers about how
to use technology, and yet they need proper guidance from the teachers on how to
select, analyze, and utilize the right information to achieve their learning goals.

Trend 8: Changing roles and increasing responsibilities of teachers

With all these new trends, the role of todays teacher is also evolving, and our
responsibilities have been increasing. In the 21st-century classroom, teachers
have multiple roles and responsibilities as facilitators of student learning and
creators of a productive classroom environment in which students can develop
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the skills they will need for the 21st-century workforce. More and more teachers
are asked to use collaborative, content-based, project-based curriculum to help
students develop higher-order thinking skills, effective communication skills, and
knowledge of technology. Another change noticed is that many teachers no longer
teach in isolation. Teachers have the opportunities to coteach, team-teach, and
collaborate with other teachers from other disciplines. Its more important than
ever that teachers receive real institutional support including funding and release
time to attend professional development activities and implement new ways of
teaching and assessing learning. These are essential if we are to prepare our
students to be effective users of English and responsible global citizens, and also
prepare ourselves to be reflective practitioners and critical social agents in this
world of globalized Englishes.

I share these eight trends with you and invite you to, in return, share your
thoughts with me.

References

Brown, H. D. (1994, March). On track to century 21. Plenary talk at the 24th
Annual Convention of TESOL (Teachers of English to Speakers of Other
Languages), San Francisco, USA.

Byram, M. (1997). Teaching and assessing intercultural communicative

competence. Bristol, United Kingdom: Multilingual Matters.

Cates, K. A. (1997). New trends in global issues and English teaching. The
Language Teacher, 21(5). Retrieved from http://jalt-
publications.org/old_tlt/files/97/may/cates.html

Cook, V. (2012) Multi-competence. Retrieved from

http://homepage.ntlworld.com/vivian.c/Writings/Papers/MCentry.htm

Cook, V. (2005). Basing teasing on the L2 user. In E. Llurda (Ed.), Non-native

language teachers: Perceptions, challenges and contributions to the profession
(pp. 4761). New York, NY: Springer Science+Business Media.

Crystal, D. (2004, May 20). Creating a world of languages. Introductory speech

presented at the 10th Linguapax Congress, Barcelona.

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Kohn, K. (2013, March). Intercultural communicative competence: An English as
a lingua franca perspective (PowerPoint), presentation at TESOL Arabia
conference.

About Yilin Sun

Yilin Sun has served as president of TESOL International Association, as

chair of the TESOL Affiliate Leadership Council, and president of Washington
Association for the Education of Speakers of Other Languages (WAESOL). In 2011-2012,
Dr. Sun was a Fulbright Senior Scholar in Taiwan at the National Taiwan Normal
University. Dr. Sun received her doctorate in applied linguistics/curriculum and
instruction from the University of Toronto, Canada. She has more than 28 years of
experience in the field of TESOL as a teacher educator, a researcher, a classroom teacher,
and a program leader with various institutions of higher education in China, Canada,
and the United States. She is the author and co-author of books, book chapters, and
research papers in refereed professional journals. Her research interests include
curriculum development, program assessment and evaluation, L2 reading, vocabulary
learning, classroom-based action research, teacher education, adult education, teaching
English to young learners, World Englishes, ESP and nonnative English speaking
teachers (NNEST) in the ELT field.
View all posts by Yilin Sun

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