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Li, Nai; McCormick, Robert; Power, Tom; Burton, Sonia; Siddique, Ashraf and Rahman, Shajedur (2015). Classroom Practices of Primary and Secondary Teachers Participating in English in Action: Third Cohort (2014). English in Action (EIA), Dhaka.
URL: http://www.eiabd.com/eia/index.php/2012-10-11-09-4...
Abstract
This study reports on the third cohort of teachers and students to participate in EIA (2013–14). While the students and teachers in Cohort 3 underwent an essentially similar programme to those in Cohorts 1 and 2, they are much greater in number (there are over 8,000 teachers and 1.7 million students in Cohort 3, compared to 751 teachers and 118,000 students in Cohort 1). To enable ongoing increases in scale, the SBTD programme became increasingly decentralised, with less direct contact with English language teaching (ELT) experts, a greater embedding of expertise within teacher development materials (especially video) and a greater dependence upon localised peer support.
The purpose of this study was to ascertain whether there had been changes in the classroom practice of teachers and students participating in EIA Cohort 3 (2013–14). Previous research in language teaching has established that when teachers take up most of the lesson time talking, this can severely limit students’ opportunities to develop proficiency in the target language (Cook 2008); a general goal of English language (EL) teachers is to motivate their students to speak – and to practise using the target language (Nunan 1991). This study therefore focuses upon the extent of teacher and student talk, the use of the target language by both, and the forms of classroom organisation (individual, pair, group or choral work) in which student talk is situated.
The study addresses two research questions:
1. To what extent do the teachers of Cohort 3 show classroom practice comparable to the teachers of Cohort 1, particularly in relation to the amount of student talk and the use of the target language by teachers and students, post-intervention?
2. In what ways do the teachers of Cohort 3 show improved classroom practice (particularly in relation to the amount of student talk and use of the target language by teachers and students) in contrast to the pre-intervention baseline?
This study is a repeat of studies on Cohorts 1 & 2 (EIA 2011a, 2012a & 2014).
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
