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November 24-25, 2009

Sasa Patasala Building, Chulalongkorn University

Bangkok, Thailand

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International Affairs Department Chulalongkorn University Language Institute

CULI National Seminar 2009: Empowering Teachers of English as an International Language SCHEDULE

Date/Time Hours Sessions Room Tuesday Nov. 24 8:00‐9:00

1:00

Registration

9:00‐9:15 0:15 Opening Assoc.Prof. Dr.Sittichai Tudsri, D.D.S.,M.D., Vice President of Chulalongkorn University

9:15‐10:00 0:45 Keynote Address Dolores Parker, Director of Courses, A.U.A.

10:00‐10:30

0:30

COFFEE BREAK

10:30‐11:30

1:00

Plenary 1 Denise Murray Innovation in Its Cultural Context

9 floor Sasin Hall

11:30‐12:30

1:00

LUNCH AT SASIN CANTEEN AND MEZZANINE

12:30‐13:30

1:00

Plenary 2 Jun Liu Empowering Nonnative English Speaking Teachers in TESOL

9th floor Sasin Hall

13:30‐14:15

0:45

Parallel A

A1 Annabel Bhamani Kajornboon Empowering English Language Teachers with Information Technology

305

A2 Woralap Sangvatanachai and Sakkara Sriroengla The Effectiveness of an Independent Language Learning Strategy

402

A3 Toshie Mimatsu EIL: The Teaching of English for International Understanding in Japan

403

A4 Singhanat Nomnian Investigating Thai EFL Primary School Teachers’ Attitudes towards ‘Native’ Speakers of English

404

A5 Paul Grainger Real People, Real Places, Real Language


14:15‐14:30

0:15

COFFEE BREAK

14:30‐15:30

1:00

Plenary 3 Kristina Love The Concept of “Scaffolding” Revisited: Theoretical and pedagogical issues for sustained Learning and teaching of English as an international language


15:30‐17:00

1:30

Parallel B, C

BC11 Kristina Love Scaffolding in Action: Supporting the learning of English as an international language

305

B2 (45 mins.) Denver Craig 21st Century Skills for Digital Classrooms

C2 (45 mins.) Alan S. Mackenzie Access English: Transforming the teaching and learning of English across East Asia

402

BC3 Christopher B. Allen Not Another Text, Teacher: Motivating and inspiring creativity in Thai learners

403

BC4 Eric Verspecht Online Learning: Problem or solution

404

BC5 Jun Liu How to Enhance Communicative Competence


1Two‐letter sessions e.g. BC1, BC3, … are workshops.

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Date/Time Hours Sessions Room Wednesday Nov. 25 9:00‐10:00

1:00

Plenary 4 Curtis Kelly Brain Studies, Theories of Learning, and New Horizons in EIL Teaching

10:00‐10:30

0:30

COFFEE BREAK


10:30‐11:15

0:45

Parallel D

D1 Prisakorn Charvong, Puttatida Choeisai and Supara Ballantyne The Study on Students’ Attitudes Toward Speaking Lessons of 000101 English for Communication, Academic Year 2009

305

D2 Retno Muljani Teaching Academic English to Japanese Students in Indonesia: Creativity or absurdity?

402

D3 Nur Rini and Tribekti Maryanto Agustinus Improving the Intra‐Rater Reliability of Self‐Assessment of Speaking Performance

403

D4 Parinda Jantori and Pornchompoo Ratchata Thai‐ English Direct Translation as Writing Errors of Thai Students

404

D5 Paul Grainger Creating Dynamic, Visual and Global Reading Classrooms for a New Multi‐Modal World


11:15‐12:15

1:00

Plenary 5 Arthur McNeill Native and Non‐native Speaker Teachers: Language awareness same same?


12:15‐13:15

1:00

LUNCH AT SASIN CANTEEN AND MEZZANINE

13:15‐14:45

1:30

Parallel E, F

EF1 Curtis Kelly Active Skills for Communication

305

E2 (45 mins.) Steve Graham Developing Materials for English for Future Careers

F2 (45 mins.) Clyde Fowle Empowering Learners with Skills for Life

402

EF3 Arthur McNeill Working with Words: Developing learners’ word associations

403

EF4 Stuart Vinnie Promoting Autonomous Learning through Dictionary Activities

404

EF5 Denise Murray Focusing on Learning in the Language Classroom


14:45‐15:00

0:15

COFFEE BREAK

15:00‐16:00

1:00

Panel Discussion Suchada Nimmannit (Moderator) Jun Liu, Kristina Love, Denise Murray, Curtis Kelly, Arthur McNeill

16:00‐16:30

0:30

Closing

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Keynote Speaker Dolores Parker, Director of Courses, A.U.A.

Dee Parker is currently the Director of Courses at the American University Alumni Language Center (AUALC). Prior to joining AUA, she was a Foreign Service Officer with the Department of State, where she served as the Regional English Language Officer (RELO) in the public diplomacy section of the Embassy. In this position she was assigned to Argentina, South Africa, Italy, Washington, D.C. and Thailand. During her tour in Washington, she set up and managed the English Language Specialist Program and was Editor of The English Teaching Forum magazine, the largest worldwide circulating journal in its field. Previous to joining the Foreign Service, Dr. Parker covered Latin America (based in Buenos Aires) as an ESL/EFL consultant/representative for a U.S. based publishing company. She also served as Academic Director for the bi‐national centers (similar to AUA) in Costa Rica and Guatemala. She started her international experience teaching English to adults at bi‐national centers in Venezuela, Colombia and Ecuador, as well as K‐12 in private and bilingual school programs. She also taught at the university level in the U.S. as well as lecturing to graduate students in Thailand. Dee holds a Bachelor of Arts in French, a master’s degree in Spanish Area Studies from Middlebury College Graduate School in Spain, and a Ph.D. in Romance Language and Literature from Case Western Reserve University. She was also a visiting scholar at the University of Hawaii Linguistic Institute.

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Plenary Presentations Plenary 1: Denise Murray, Macquarie University

Innovation in Its Cultural Context Language teachers are constantly faced with have to implement new curricula, new methodologies, new media, and the results of new research. Many of these innovations are imposed by government or institutions. Often the innovation has been developed in a specific context and so the innovation is not culturally appropriate in other contexts. Additionally, cultural values of teachers and their institutions may respect conserving traditional curricula, methods, or ideas. They may value traditional views more than new ones. In this presentation, I will examine the characteristics of organizations that facilitate innovation. Then I will explore cultural values uncovered in research by Hofstede (2001), particularly as they apply in Thailand. Together we will examine the match or mismatch between innovation and Thai cultural beliefs. Biodata Denise Murray is Professor Emeritus at Macquarie University and at San José State University, California. She was Executive Director of the AMEP Research Centre and of the National Centre for English Language Teaching and Research (NCELTR) at Macquarie University from 2000 to 2006. Prior to her appointment at Macquarie, she was founding Chair of the Department of Linguistics and Language Development at San José State University for 9 years. For 7 years, she served on the Board of Directors of TESOL, being President in 1996‐7. Denise is a language educator whose research centers around computer‐assisted language learning; cross‐cultural literacy; use of L1 in the second language classroom; intersection of language, society and technology; settlement of adult immigrants; language education policy; and leadership in language education. She has published her work in 17 books and more than 100 articles in professional journals, as book chapters, or conference proceedings. She edited two volumes in 2008: Planning change; Changing plans: Innovations in second language teaching (University of Michigan Press) and Leadership in English language education: Theoretical foundations and practical skills for changing times (Routledge). The leadership volume was co‐edited with M.A. Christison.

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Plenary 2: Jun Liu, University of Arizona

Empowering Nonnative English Speaking Teachers in TESOL Literature has demonstrated numerous advantages of being nonnative English speaking teachers in TESOL (NNEST) in EIL contexts although for the obvious reasons that there is a wide range of definitions and interpretations about what we mean by nonnative English speaking teachers. Based on a brief review the state‐of‐the‐art of the issue surrounding NNEST, Liu is going to challenge the notion by bringing new perspectives and calling for renewed efforts in teacher education and teacher learning. Biodata Jun Liu is Professor and Head in the Department of English at the University of Arizona, and Director of Confucius Institute at the University of Arizona (CIUA). Dr. Liu's research interests include curriculum and standards development, syllabus design, teacher education, classroom‐based second language learning and teaching, and second language reading and writing. He has published in TESOL Quarterly, ELT Journal, Journal of English for Academic Purposes, Journal of Asian Pacific Communication, Asian Journal of English Language Teaching, Language and Intercultural Communication, and Educational Research Quarterly, among others. He is the lead translator for "Common European Framework of Reference for Languages: Learning, Teaching, Assessment" by Foreign Language Teaching and Research Press (2008), and also key designer for "Standards for Teachers of Chinese to Speakers of Other Languages" by Hanban (2007). Dr. Liu' latest publications include the book "Teaching English in China: New Perspectives, Approaches and Standards" by the Continuum Publishing (2007), "Asian students’ Classroom Communication Patterns in US Universities" by the Greenwood Publishing Group in 2001, and "Peer Response in Second Language Writing Classrooms" co‐authored and published by University of Michigan Press in 2002. He is co‐editor of Michigan Series on Teaching Multilingual Writers. A recipient of The 1999 TESOL (Teachers of English to the Speakers of Other Languages) Newbury House Award for Excellence in Teaching, and co‐founder and Past Chair of Nonnative English Speakers in TESOL Caucus (NNEST), he served on the TESOL Board of Directors serving as Director at Large (2001‐2004), and was the TESOL President (2005‐2008) as the first Chinese in this role in TESOL’s 41‐year history. Dr. Liu is now Vice President of Teachers of Chinese to Speakers of Other Languages (TCSOL), headquartered in Beijing, China.

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Plenary 3: Kristina Love, University of Melbourne

The Concept of “Scaffolding” Revisited: Theoretical and pedagogical issues for sustained Learning and teaching of English as an international language The metaphor of scaffolding is a valuable one for describing the temporary supporting structures provided by teachers as they assist learners to develop new understandings and skills. The metaphor captures both the centrality of the teacher's withdrawal of support as learners develop control over specific understandings and skills, and the erection of further scaffolding to support the development of a new set of specific understandings and skills. However, in some recent language pedagogy, the concept of scaffolding is often used very loosely to refer to any sort of teaching or helping of learners. The concept of scaffolding was originally used by Wood, Bruner & Ross (1976) to portray the temporary, but essential nature of parental support in the language development of young children. This concept has proved to be attractive in socio‐cultural models of learning in general (Mercer, 1994), of first language learning (Halliday, 1973, 2004; Painter, 1989), and of second language learning (Gibbons, 2008; Hammond, 2002). Given what is now recognised as the 'intersubjective' foundations of learning (Bruner, 1986), EIL teachers in a range of cultural contexts may benefit from a re‐examination of the notion of scaffolding as they organise the social processes of their classrooms to maximise learning. In this presentation, I will explore a number of key factors that distinguish scaffolding from other forms of teaching, and consider the implications for EIL teachers. I will focus in particular on the importance of consciously scaffolded teacher talk in second language learning, drawing on social semiotic theory (Halliday, 2004) to explain how the minute‐by‐minute talk supports learners into understandings of language. I will illustrate how well‐planned talk in classrooms can scaffold students’ learning in ‘high challenge’ contexts (Hammond & Gibbons, 2006; Mariani, 1997), where teachers deliberately incorporate different types of talk across a five‐stage learning/teaching cycle. Biodata Kristina Love is Head of the Language and Literacy cluster in the Graduate School of Education at the University of Melbourne, Australia, and Assistant Dean for Knowledge Transfer. She teaches pre‐service and post‐graduate courses in various aspects of first and second language, literacy and research methodology. She has produced a number of video‐based, interactive DVDs, including ‘Building Understandings in Literacy and Teaching’ (BUILT) and ‘Literacy Across the School Subjects’ (LASS), which are used extensively in teacher professional development in Australia and

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overseas. Kristina’s research interests include examining classroom discourse in both face‐to‐face and online discussion contexts, with both first and second language learners. Some of her most recent relevant publications include: (In Press) Literacy Pedagogical Content Knowledge in secondary teacher education: reflecting on oral language and learning across the disciplines. In Language and Education (2008) Appreciation and Interpretation of Prose fiction online. In Len Unsworth (Ed) New Literacies and the English Curriculum: Multimodal Perspectives pp. 238‐265.

(2006). Literacy in K‐12 teacher education: the case study of a multimedia resource. In L. Hin & R. Subramaniam (Eds) Handbook of Research on Literacy in Technology at the K‐12 Level. (pp. 469‐492). Idea Group Reference: Hershey, USA.

(2005). On line discussion in secondary English: Shaping interactive practice for ESL students In Information Technology and Innovation in Language Education (Christine Davison, Ed) pp. 149‐172. Hong Kong University Press. Hong Kong.

(2004). Sinking or Swimming? Chinese international students and high stakes school exams The Australian Review of Applied Linguistics, 27 (1) 58‐71.

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Plenary 4: Curtis Kelly , Kansai University

Brain Studies, Theories of Learning, and New Horizons in EIL Teaching It is estimated that by 2025 there will be more speakers of English as a second language than speakers of English as a first language. As such, since most of the world is learning English in the classroom, our effectiveness as teachers has become a factor of national well‐being. Unfortunately, we have only been moderately successful so far, especially in Asia. We need to do better. Advances in neuroscience might help us refine our methodologies to achieve this goal. Almost daily, brain studies, technological advances, and research in psychology are giving us a better picture of how learning occurs. In concordance with this burst of research, a growing movement called “brain‐compatible teaching” offers insights into why we need to develop teaching practices and materials that focus less on language and more on the learner. So, what language teaching methods and approaches are brain‐compatible? How can the fundamentals of learning be used to shape the fundamentals of teaching, and how can these be translated into best practices and effective materials? Once we recognize that our brains are not at all like computers – they are survival mechanisms on legs; once we recognize that our brains are changing shape all the time; and once we recognize that emotion plays a greater role than logic in cognition, then it becomes apparent that we should be fostering active learning, task‐based approaches, with a high degree of personal relevance. Dr. Kelly will give a broad outline on how the brain works and then discuss a few critical factors in its operation that he thinks, we should be giving more importance to in language teaching. Biodata Popular speaker and writer, Curtis Kelly (EdD) is a Professor of English at Kansai University in Japan. He has spent most of his life developing learner‐centered approaches for “3L” English students, students with low ability, low confidence, and low motivation; he believes learners should be pulled into English study rather than pushed. His dream is to relieve the suffering of the English classroom. As a result, he has written over 30 books, including Cengage’s new series, Active Skills for Communication, and made over 300 presentations on adult education, teaching writing and speaking, motivation, storytelling and theories of learning. He has also co‐hosted a weekly television show and radio show in Japan.

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Plenary 5: Arthur McNeill, Hong Kong University of Science and Technology

Native and Non‐native Speaker Teachers: Language awareness same same? The importation of English native speaker teachers into schools and universities in Asia is currently being carried out on a large scale. Concerns about poor standards of English have prompted governments of the region to consider radical changes to their language education systems in the hope of raising language standards quickly. Employing native speakers to work alongside local teachers allows education authorities to bring about, at first sight at least, a visible and immediate change in the education system. Other language improvement measures, such as upgrading the qualifications of local teachers, take longer to effect because of the time required to provide the necessary training. The recent enthusiasm for native speaker teachers in Asia coincides with interesting developments in research into both native and non‐native speaker teachers. Their respective knowledge bases and levels of metalinguistic awareness are the subject of research reported in edited works by Bartels (2005) and Lurda (2005). Although it may take some time before the full implications of this research are worked out, it is possible to identify some general directions for the optimum deployment of native and non‐native speaker teachers working in the same system, based on differences in language awareness. Ideally, institutions need to work towards a sustainable solution rather than a repeated “quick fix” (McNeill & Berry 2005). Biodata Arthur McNeill is Director of the Language Center at the Hong Kong University of Science and Technology. He was formerly Head of TESOL at Edinburgh University’s School of Education and has served as director of the English language centres at the Chinese University of Hong Kong and the Universities of Surrey and Dundee in UK. His academic interests include second language vocabulary and teacher language awareness. He was principal investigator of a recently completed project which developed an English vocabulary curriculum for the twelve years of free education in Hong Kong. In addition to his academic publications, he has co‐authored the Step‐Ahead series of textbooks for the new senior secondary curriculum in Hong Kong. He has also served as the President of the Hong Kong Association for Applied Linguistics. During 2008‐9, he worked at Asian University in Thailand, where he was Head of the Education Department and Programme Leader of the MEd (TESOL) degree. He holds a PhD in applied linguistics from the University of Wales.

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Parallel Sessions A1: Annabel Bhamani Kajornboon, Chulalongkorn University Language Institute Empowering English Language Teachers with Information Technology Computers have been used in education for at least 3 decades. The purpose of this presentation is to assist teachers to use computers and understand some benefits that can enhance and improve the use of information technology as an eclectic approach. In addition, this paper demonstrates how the Web can be used as a vehicle to English language learning. This paper points out some of the pitfalls in using computers as well as a discussion how and what an attractive and appealing lesson consists of. English language teachers and learners would be more empowered. Hence, English language teachers would have a more effective and meaningful teaching tool to expand and progress in their teaching. Bio‐data Associate Professor Dr. Annabel Bhamani Kajornboon has been teaching and doing research at Chulalongkorn University Language Institute (CULI) for more than 25 years. She has presented papers locally and overseas and written a number of articles on ELT. She has a wide range of experience teaching students both at the undergraduate and graduate levels. Her specialized areas include doing research, IT, designing materials, and program evaluation. A2: Woralap Sangvatanachai and Sakkara Sriroengla, Khon Kaen University The Effectiveness of an Independent Language Learning Strategy Many universities around Thailand face the problem in preparing their graduates with adequate English proficiency for their prospect employers. Many learning strategies have been attempted, one of which is the independent language learning. This study investigated the effectiveness of an independent language learning strategy as a component of the main English foundation course during the first semester of the academic year 2009 at Khon Kaen University. The course components studied were reading and listening in the center for independent language learning and language laboratories with standardized commercial teaching materials. The research tools included questionnaire, interviewing, and observation for quantitative data and teacher discussion for qualitative data. The overall results confirm and support the investigated approach of English language teaching in terms of its effectiveness. On average, the majority of the students agreed that independent language learning should be integrated into the foundation English courses. The management system, however, raised certain problems and should be planned more carefully to obtain optimum outcomes. Biodata Associate Professor Woralap Sangvatanachai taught for 39 years at faculty of Humanities and Social Sciences and has been the Director of Khon Kaen University Language Institute for 2 years. She has experiences in teaching a wide variety of courses. Her specialized areas include academic English, structure and writing, course design, and test writing.

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Sakkara Sriroengla is a young lecturer from Khon Kaen University Language Institute. She has been teaching English to Thai and international students in Thailand at an undergraduate level. She has published English grammar instructional materials for KKU e‐learning website. Her interested areas are educational system, student development through extracurricular activities, and innovative teaching approach. A3: Toshie Mimatsu, King's College London EIL: The teaching of English for international understanding in Japan The spread of English from the Inner Circle to the Expanding Circle has resulted in the emergence of World Englishes (Kachru 1985), with their own differing sets of norms. English serves as an international language for communication with both native and non‐native speakers of English. The concepts of World Englishes and EIL have led to the reconsideration of ELT approaches in terms of theory and practice (e.g. Seidlhofer 2001, McKay 2002, Jenkins 2006). In view of the role of EIL, Japan’s ELT policy and planning highlights the necessity of students’ abilities in production and reception for international understanding. I will consider how teachers interpret and implement the teaching of English for international understanding by analysing the qualitative data, focusing on international communication and intercultural understanding. Also, I will suggest how ELT in Japan in the Expanding Circle needs to change in both theory and practice to achieve the goal. References Jenkins, J. 2006. Current Perspectives on Teaching World Englishes and English as a Lingua Franca. TESOL Quarterly 40/1: 157‐181 Kachru, B. 1985. Standards, codification and sociolinguistic realism: the English language in the outrer circle. In Quirk, R. and H. G. Widdowson (eds) English in the Wolrd: Teaching and learning the language and literatures, Cambridge: Cambridge Univerisity Press Seidlhofer, B. 2001. Closing a conceptual gap: the case for a description of English as a lingua franca. International Journal of Applied Linguistics 11/2: 133‐156 McKay, S. L. 2002. Teaching Engslish as an International Language. Oxford: Oxford University Press Bio‐data Toshie Mimatsu is a PhD student at King’s College London, University of London. Her research includes World Englishes, English as a Lingua Franca and English Language Teaching. She has teaching experience in Japanese junior and senior high schools. A4: Singhanat Nomnian, Mahidol University Investigating Thai EFL Primary School Teacher’s Attitudes towards ‘Native’ Speakers of English This study aims to investigate Thai EFL primary school teachers’ attitudes towards ‘native’ speakers of English. Drawing upon thirteen teachers’ self reports, the findings reveal two main issues. Firstly, these teachers claim that ‘native’ speakers must be able to communicate

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appropriately and intelligibly. Unlike ‘native’ speakers, these Thai teachers do not have a ‘good’ accent and ‘correct’ way of communication. Secondly, there is a contradiction between the countries to which English language belong and the ownership of English language. Although almost all teachers state that English language does not belong to any particular country, most of them believe that the owners of English language should be English people because they create the language. These teachers’ attitudes are mainly based on ‘standard’ English ideology, and thus acknowledging teachers the status of English as an international language (EIL) and promoting their exposure to English varieties can empower their confidence in teaching and communicating. Biodata Singhanat Nomnian holds an EdD (TESOL and Applied Linguistics) from University of Leicester, UK. He is now Head of Centre for English and Applied Linguistics and a lecturer in English at Mahidol University, Kanchanaburi Campus. His research interests include ESP/EAP, course design, EIL, bi‐ and multilingualism, sociolinguistics, and linguistic minority students in mainstream education. A5: Paul Grainger, Cengage Learning Real People, Real Places, Real Language Research has shown that students’ intrinsic motivation for language learning declines at a conceptual age where they need to engage with deeper, real interests such as places and culture. Often course books meet exam criteria which present domestic, sanitised topics and does not give intellectual stimulation for lively young minds. Cengage Learning and National Geographic have partnered to create English language learning materials which bring our world and its different cultures to life through both print and multimedia. Participants of this workshop will discover how to connect learners of English to the real world to succeed in their daily lives. Bio‐data Paul Grainger has been active in ELT for over 15 years, teaching both adults and children in Thailand and England. He is currently a Product Specialist for Cengage Learning, a leading international publisher. Based in Bangkok, Thailand, Paul travels extensively around Asia to visit schools, conduct workshops and teach demonstration classes. BC1: Kristina Love, University of Melbourne Scaffolding in Action: Supporting the learning of English as an international language In this workshop, we will explore the pedagogical implications of the theoretical notions of scaffolding covered in the keynote. Using video and transcripts of classroom talk, we will examine interactions across the five stages of a number of 'learning/teaching cycles' to systematically observe the skilled language practices modelled by experienced teachers. These five‐stage learning/teaching cycles involve: • Engagement, where the teacher identifies a 'gap' in students' understandings, plans strategies to bridge the gap and engages with learners' prior understandings.

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• Building knowledge, where the teacher provides learners with new information, building 'common knowledge' (Edwards & Mercer, 1987) and shared understandings of the purpose of the set tasks. • Transformation, where learners are provided with opportunities to build their own insights about the new information, the teacher helping as needed and controlling possibilities of error, but judiciously withdrawing help as appropriate. • Presentation, where the teacher provides opportunities for learners to complete the task independently and to demonstrate their understandings. • Reflection, where the teacher and learners reflect on understandings and together identify a new 'gap'. B2: Denver Craig, Billy Blue College of English 21st Century Skills for Digital Classrooms Teachers are using technology more than ever before, for everything from classroom instruction to handling administrative tasks but often using 20th Century methods and tools. The success of English language courses in attracting and educating new students depends on our ability to sharpen our technological expertise. The tech‐savvy generation knows how to use an array of cutting edge technologies from iphones to wikis. The ability to think critically, to solve problems creatively, to communicate effectively and to collaborate with other students is still important to student learning. A teacher’s technical literacy will become more important as technology advances. It isn't just layering technology over traditional teaching methods. It's about totally integrating the two in an increasingly competitive knowledge economy. This presentation comes directly from the English Australia Conference held in Melbourne , Australia 17th ‐19th September 2009. Biodata Denver Craig is Director of Studies at Billy Blue College of English, part of the Think: Education Group in Australia. Billy Blue College of English supports students across their diverse range of colleges within their group – preparing students for vocational and higher education courses. The college also delivers training programs for teachers and lecturers from colleges and universities from Thailand and across the region. BC3: Christopher B. Allen, Pearson Education Indochina Not Another Text, Teacher: Motivating and inspiring creativity in Thai learners

Thai teachers love teaching with texts. Texts after all have a lot to offer. They provide rich examples of language use, contextualize grammar, communicate ideas, and can even teach content. Unfortunately the ways in which texts are commonly used in Thai classrooms are very

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limited. Read the text and answer the questions; translate the texts; listen to the teacher explain the texts—these “teaching techniques” are used over and over and over with our students. The result: bored students and boring teachers. In this interactive workshop I will show 4 simple “mega‐techniques” for better exploitation of texts. These “mega‐techniques” have many variations, are extremely flexible, so they fit any teacher or students’ needs. Participants will have opportunities to work with actual students’ texts and see demonstrations of how to use them in classes of Thai high school, college, and university students. Biodata Christopher B. Allen is the ELT consultant for Pearson Education Indochina. Having taught ELT in Asia for over 20 years, he is aware of the unique problems ELT learners face. His main interest is with creatively teaching with drama, video, and student‐generated materials. BC4: Eric Verspecht, McGraw‐Hill Education Asia Online Learning: Problem or solution Online learning offers great opportunities to enrich the language learning experience as it allows for individualized instruction and autonomous learning. Time‐consuming activities like intensive listening, vocabulary and grammar practice need not longer be done in the classroom. This frees time for more communicative practice. Online learning can also offer the teacher powerful tools to evaluate the students’ performance and to give them feedback. The integration of any online program or software requires careful planning as its appropriateness depends on the context in which it will be used. In this session participants will look at the criteria that should be taken into account when adopting an online learning program. They will then use these criteria to analyze and discuss some concrete examples. Biodata Eric Verspecht worked many years as an English teacher and coordinator in Mexico. He has trained teachers in Latin America, the Middle East and Asia and he has also participated in TESOL events in different countries. He is now based in Singapore and works for McGraw‐Hill Education Asia. BC5: Jun Liu, University of Arizona How to Enhance Communicative Competence For many decades in the field of second and foreign language education, the scope of communicative competence has been commonly understood as covering such areas as linguistic, sociolinguistic, pragmatic, and strategic competences. Intercultural competence seems to be less emphasized if not totally ignored. We tend to overemphasize on the teaching of these competences rather than on enabling our learners to acquire or learn these competences strategically through practice. This presentation is to demonstrate, through the analysis of a case – an innovative college English program in China – how such competences can be developed in an

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EFL context such as Thailand. It is argued that communicative competence should be the objectives derived from students’ own initiatives and autonomy enhanced by the facilitative environment that is co‐constructed by teachers, students, and administrators. C2: Alan S. Mackenzie, British Council Access English: Transforming the teaching and learning of English across East Asia English is a passport to intercultural understanding, knowledge, education and opportunity. Across East Asia, decision‐makers need information and expertise to shape English learning and teaching policy, teachers need quality training and resources, and learners need teaching and materials which are relevant to their lives. The British Council’s Access English regional project aims to provide all teachers in East Asia access to learning and teaching resources, development opportunities and relevant research findings. Our goal is that 500,000 teachers of English have the resources they need to transform the teaching and learning for the estimated 100 million English language learners in the East Asia region. This presentation gives an overview of the project, its achievements to date and plans for the future. By developing dialogues with policy‐makers, training teacher educators, supporting Ministries of Education in developing materials for teachers and learners and available online, we provide collaborative opportunities. Biodata Alan S. Mackenzie is British Council East Asia Regional Project Teacher Training Manager. Based in Bangkok for five years, he has extensive experience working in the East Asia region. He is a graduate of the Teachers College Columbia University MA TESOL programme on which he was also an instructor. D1: Prisakorn Charvong, Puttatida Choeisai and Supara Ballantyne, Khon Kaen University The Study on Student’s Attitudes toward Speaking Lessons of 000101 English for Communication, Academic Year 2009 The teaching of English in Thailand has seen a lot of attempts to improve students’ speaking skill, with overall unsatisfactory results. Khon Kaen University is experimenting on separating the four skills so that speaking can be treated on its own. This study was aimed at assessing the students’ attitudes towards this approach as indication for future development of the English course design. The speaking lessons were designed to fit in 12‐hour class meetings with 4 different chapters including conversations, essential vocabulary and expressions, and some cultural aspects of English speaking countries. In this research, students’ attitudes toward the speaking class; and the strengths and weaknesses of the speaking lessons were investigated through questionnaire responded by 693 students. The finding reveals that students enjoy participating in the speaking classes since they could practice speaking with the teacher and friends. A task‐based project, interviewing a foreigner, which was the main part of the speaking component was found to be

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challenging. However, the students opinioned that the proportion of this skill compared to other skills should be increased. Biodata Miss Prisakorn Charvong has been working as an English lecturer at Khon Kaen University Language Institute (KKULi) for 4 years. She graduated Bachelor Degree (Second Class Honor) in English from Faculty of Humanities and Social Sciences, Khon Kaen University, and Master Degree in Asian Studies from University of New South Wales, Australia. She has presented papers locally and overseas in the field of teaching English and International Relations. Her specializes areas include teaching English, and East Asian Studies. Ms. Puttatida Choeisai has been teaching Foundation English for more than 5 years. She has been teaching English at Khon Kaen University Language Institute (KKULI) for 2 years. She knows about students’ nature in Northeastern area very well and has experience teaching students in undergraduate levels in both private and government university. Ms. Supara Ballantyne graduated in Applied Linguistics and TESOL from Newcastle University in the United Kingdom. She has experience teaching undergraduate students at Khon Kaen University for just over a year, but has designed and written instructional materials for the speaking module of the foundation English course. She’s interested in classroom research and the effectiveness of instructional materials. D2: Retno Muljani, Sanata Dharma University Teaching Academic English to Japanese Students in Indonesia: Creativity or absurdity? The paper reports the writer’s experiences in teaching academic English to some Japanese student in Indonesia through “a cultural Contextual Teaching Learning /CTL approach”. The needs analysis (Hutchinson and Waters 1984; BBC British Council 2009) revealed that the student needed to improve their writing and presentation skills to support their academic purposes as well as Indonesian cultural understanding. Therefore, the materials were taken from various sources such as academic English books, international magazines, online sources, cultural authentic materials, etc. To deliver such materials, the writer combined the Contextual Teaching Learning approach/CTL (Johnson 2008) and cultural approach to add relevancy and interestingness to their English learning. They learned to write various text types such as narrative, descriptive, expository, and argumentative texts (Jordan 1999; Swales and Feak 1994). Most of their writing assignments contained cultural information, for example, biographies of national heroes (narrative texts), traditional dresses and houses (descriptive texts), “Remark of Senator Obama” (mixed of descriptive, argumentative, persuasive texts). The assignments were, then, presented and discussed to improve their presentation/speaking skills. Some learning problems due to different orthographic, phonological, structural systems were identified which were, then, remedied by providing more practice and opportunities to discuss difficulties and share experiences. Biodata The writer is Dr. Retno Muljani who is currently teaching English at Sanata Dharma University and Indonesian language to foreign students at the Language Institute of Sanata Dharma University, Yogyakarta, Indonesia. Her interests are related to psycholinguistics, TEFL, TESL.

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D3: Nur Rini and Tribekti Maryanto Agustinus, Semarang State Polytechnic Improving the Intra‐Rater Reliability of Self‐Assessment of Speaking Performance The purpose of the study was to find out whether rater training improved the intra‐rater reliability of self‐assessment of speaking performances. This quantitative study employed Equivalent Time‐Samples Design. The variables were the scores of student’s self‐assessment which was taken before and after watching the video recording of his own performance. There were 45 students of Polytechnic participated. The instruments used were six speaking tasks, the rating form and the training program. The data were collected by conducting self‐assessment. Six pairs of lists of scores were produced and were analyzed using Spearman coefficient correlation. It was found that the average rs of the intra‐rater reliability of the self assessment after the students had their treatments (0.681) was higher than of other experience being available in the absence of the treatment (0.648). It was concluded that the rater training improved the intra‐rater reliability. A comparable study was suggested to conduct. Key words: self‐Assessment, intra‐rater reliability, rater training, speaking Biodata Nur Rini and Tribekti Maryanto Agustinus, English lecturers at Semarang State Polytechnic Indonesia, have involved in some studies on language assessment and delivered some presentations on speaking. Their recent publications were “Reconsidering the Use of International Proficiency Tests: Designing ‘Self‐Made’ Speaking Proficiency Test” and “Helping Speaking Test Takers at Ease.” D4: Parinda Jantori and Pornchompoo Ratchata, Khon Kaen University Thai‐English Direct Translation as Writing Errors of Thai Students

Khon Kaen University students always adopt the translation process for their composition writing. The translation process should be helpful to help communicate their ideas since they can transfer them from the first to second language. However, a lot of errors are found from their writing, especially the word order and sentence structures, which reveal that the students use direct translation from Thai to English. This classroom research aimed to study the student’s process of writing and identify the causes that make the students’ writing non‐communicable. The data collection was done by the use of questionnaire from four classes of the students (133 in total) who enrolled in 000 103 English for Academic Purposes II. It was found that most of the students applied the Thai‐to‐English translation process in their writing, and they tended to use the words they obtained from the dictionary without knowing the functions of words. Thus, errors of word order and sentence structures resulted. This indication could be applied in the future course design. Biodata Ajarn Pornchompoo Ratchatha has been teaching at Khon Kaen University Language Institute for 2 years. She also had been a head of Thai Department at AUA Khon Kaen and arranged many Thai

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courses for foreigners of all ages for over 10 years. Her interest is material design and teaching psychological. D5: Paul Grainger, Cengage Learning Creating Dynamic, Visual and Global Reading Classrooms for a New Multi‐Modal World We now live in a ‘multi‐modal world’, receiving new information and education through various mediums. Therefore, the content and process of adolescent & adult English reading is changing with increased technology and globalization, as we explore the amazing sights and sounds of our world. As English teachers, we need to adapt and discover exciting teaching methods and resources to direct our learners to become motivated, confident and visually‐literate students. The goals of this participatory workshop is to firstly illustrate how reading classrooms can now be transformed into visually inspiring learning environments through the use of print, audio and video resources to develop essential reading and vocabulary skills. Audience members will uncover new teaching ideas through the unique focus on READ, LISTEN and WATCH using related examples from the National Geographic Footprint Reading Library, a cutting edge, non‐fiction, graded reading series from Heinle / CENGAGE Learning. Find out how English reading is changing for the future to bring your classrooms back to life. Biodata Paul Grainger has been active in ELT for over 15 years, teaching both adults and children in Thailand and England. He is currently a Product Specialist for Cengage Learning, a leading international publisher. Based in Bangkok, Thailand, Paul travels extensively around Asia to visit schools, conduct workshops and teach demonstration classes. EF1: Curtis Kelly, Kansai University Active Skills for Communication What’s so important about making learners active? Because it is the best way to cause learning! Brain studies show us that depth of learning is proportional to how deeply and actively tasks are processed. Another critical factor is personal relevance, which causes the release of neurotransmitters that facilitate learning. Dr. Kelly will discuss how brain science discoveries have influenced the methods and activities developed for a new series by Cengage Learning, Active Skills for Communication. It uses a task‐based approach, which has learners engage in speaking activities to help them actively discover each other, the world, and themselves. The activities pull the students into learning so that you don’t have to push them. E2: Steve Grahamm, Udon Thani Rajabhat University Developing Materials for English for Future Careers

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Arguably, English is now an international language used by more non‐native speakers of English than native. The English for Future Careers course is taught in many government universities in Thailand by native and non native teachers of English in the hope that students will be armed with the necessary skills to apply for employment, whilst communicating in English appropriately in multi‐national communities. However, there seems to be a scarcity of published materials available for use when teaching low‐level learners these vital skills. This paper recounts the process of course and materials development, focusing on the need to create materials that meet the desired outcomes of the course whilst accommodating the generally low language proficiency and motivation level of the learners. The process included the development of materials that were designed initially to be used at a government university in the northeast of Thailand and were then successfully adapted as supplementary worksheets to accompany an existing course book Get Ready for Business, designed to be used by college students throughout Asia. Biodata Steven Graham works at the Language Center at Udon Thani Rajabhat University in north‐eastern Thailand. His main interests are teacher training and English for specific purposes as well as writing articles for journals, newspapers and magazines. Current projects include the training of primary school teachers and the development of English language teaching materials. EF3: Arthur McNeill, Hong Kong University of Science and Technology Working with Words: Developing learners’ word associations This workshop examines some practical ways of handling vocabulary in the classroom. Learners succeed in acquiring a large English vocabulary if they can store and retrieve words in an efficient way. The key to successful vocabulary storage and retrieval is word association. When the words we learn are associated systematically in our minds with other words, we have a well‐functioning mental lexicon. Teachers can help students to create useful word associations by organizing their vocabulary teaching according to two distinct principles: (a) paradigmatic associations, where words are grouped together in logical hierarchies, and (b) syntagmatic associations, where words occur according to collocation patterns. The workshop begins by comparing the typical word association patterns of native and non‐native speakers of English, then looks at some classroom activities which help students to develop both syntagmatic and paradigmatic associations. EF4: Stuart Vinnie, Cambridge University Press Promoting Autonomous Learning through Dictionary Activities Have you ever been disappointed by your learners' attitudes to dictionaries? Do you know how to advise your students to get the most out of their learner dictionary? This session aims to address some of these issues by looking at the rationale behind a learner's dictionary. This practical workshop will then look at effective ways of training learners in dictionary use through

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demonstration of short, engaging activities aimed at motivating and encouraging the students. Through class exposure to dictionaries and learner‐training, the presenter will show a clear pathway towards autonomous learning. Biodata Stuart Vinnie works for Cambridge University Press as the ELT consultant for the ASEAN region. He has been a teacher, ICT coordinator, teacher‐trainer and examiner in the UK, Japan, Thailand, Portugal and China. These days, Stuart travels frequently across Southeast Asia, meeting teachers through workshops and conference talks. EF5: Denise Murray, Macquarie University Focusing on Learning in the Language Classroom After decades of focusing on language (e.g., audiolingualism), teaching (e.g., methods) or the learner (e.g., learner autonomy), ELT is beginning to focus on how learners learn. Recently, brain‐based research, especially work in multiple intelligences, has resulted in new knowledge about how we learn. In English language teaching we can draw on these findings to refocus our teaching so that it is compatible with how the brain learns. When we focus on student learning, we need to create classrooms that capitalize on the way students learn. In particular, teachers need to create an enriched environment that challenges, supports and provides feedback. A balance among these three is critical for learners to extend their current knowledge and skills. This workshop will discuss findings from brain‐based research and have participants work with materials and activities that utilize this knowledge about learning. Handouts will be provided. F2: Clyde Fowle, Macmillan Education, East Asia Empowering Learners with Skills for Life Teaching language alone may not be enough. Increasingly we hear the need for life‐long learning and the development of transferrable skills for individuals to be successful in modern society, but what does this mean for language teaching and learning? How can we help equip our students to survive in the big wide world? One way to do this is to broaden our view of “skills” to include life skills such as: information gathering and research; self‐direction and independent learning; collaboration and team work; as well as critical thinking and problem‐solving skills. This session will look at ways in which we can integrate the development of life skills into our language teaching so as to help empower our learners to face the challenges they will encounter outside the classroom in their life and future careers. The session will draw on ideas and examples from the new course series openMind by Macmillan. Biodata Clyde Fowle is Regional Consultant / Trainer for Macmillan Education, East Asia. He has over 15 years’ experience of teaching English, managing language programmes and teacher training in

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Asia. He holds an MA in TESOL from Sheffield Hallam University and has published several articles in the field of ELT.

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CCUULLII NNAATTIIOONNAALL SSEEMMIINNAARR 22000099:: EEMMPPOOWWEERRIINNGG TTEEAACCHHEERRSS OOFF EENNGGLLIISSHH AASS AANN IINNTTEERRNNAATTIIOONNAALL LLAANNGGUUAAGGEE

November 24-25, 2009, Sasa Patasala Building, Chulalongkorn University

Speakers

List of Speakers

Affiliation Country Contact

Plenary session speakers

Kelly, Curtis

Kansai University Japan [email protected]

Liu, Jun University of Arizona

USA [email protected]

Love, Kristina

University of Melbourne Australia [email protected]

McNeill, Arthur

Hong Kong University of Science and Technology

Hong Kong [email protected]

Murray, Denise Macquarie University Australia [email protected] Parallel session speakers

Agustinus, Tribekti Maryanto

Semarang State Polytechnic Indonesia [email protected]

Allen, Christopher Pearson Education Indochina

[email protected]

Ballantyne, Supara

Khon Kaen University Thailand [email protected]

Charvong, Prisakorn


Choeisai, Puttatida


Craig, Denver Billy Blue College of English Australia [email protected]

Fowle, Clyde Macmillan Education, East Asia

Thailand [email protected]

Graham, Steve Udon Thani Rajabhat University


Grainger, Paul

Cengage Learning Thailand [email protected]

Jantori, Parinda


Kajornboon, Annabel Bhamani

Chulalongkorn University Language Institute


Mackenzie, Alan British Council Thailand [email protected]

Mimatsu, Toshie

King's College London England [email protected]

Muljani, Retno

Sanata Dharma University Indonesia [email protected]

Nomnian, Singhanat

Mahidol University Thailand [email protected]

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List of Speakers

Affiliation Country Contact

Ratchata, Pornchompoo Khon Kaen University Thailand [email protected]

Rini, Nur

Semarang State Polytechnic Indonesia [email protected]

Sangvatanachai, Woralap


Sriroengla, Sakkara


Verspecht, Eric

McGraw-Hill Education Asia Thailand [email protected]

Vinnie, Stuart

Cambridge University Press Thailand [email protected]

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CULI’s 2010 International Conference

“Pathways in EIL: Explorations & Innovations in

Teaching and Research”

December 13, 2010, The Ambassador Hotel, Bangkok

Registration fee: Local participants: 3,800 THB per person Overseas participants: US $120 per person

Deadline for abstract submission: August 31, 2010

Topic Areas:

Learner Autonomy Developing Learning Strategies Using IT to Enhance Learner Autonomy Curriculum/Syllabus Design Materials Writing and Design Innovation in assessment Cultural Awareness Teacher Education and Development Innovative approaches in EIL Classroom research Teaching ESP Reflective teaching techniques Assessment/Testing Approaches in EFL/ESL Teaching

Correspondence: [email protected], [email protected]

Tel: (662) 218‐6031, 218‐6039, Fax: (662) 218‐6027, 254‐7670

Mailing Address:

Chulalongkorn University Language Institute Prem Purachatra Building, Phyathai Road

Bangkok 10330, Thailand

mailto:[email protected]�

mailto:[email protected]�

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Post-RELC Seminar 2010

Language Education: An Essential

for a Global Economy”

April 23, 2010

Venue: The Twin Towers Hotel Bangkok, Thailand For more information, please contact:

Tel: (662) 218-6031, (662) 218-6039

Fax: (662) 218-6031 E-mail: [email protected],[email protected]

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Acknowledgements The Australian Embassy 37 South Sathorn Road, Bangkok Tel: (66)2 344 6490 Fax: (66)2 344 6303

A.U.A. Language Centre 179 Rajadamri Road Bangkok 10500 The British Council, Thailand 254 Chulalongkorn Soi 64, Wang Mai, Patumwan, Bangkok 10330 Tel: (66)2 652 5480 Fax: (66)2 253 5312 Cambridge University Press 10A2, Unico House 29/1 Soi Lang Suan Ploenchit Road, Bangkok 10330 Tel: (66)2 255 4620 Fax: (66)2 684 1231 Cengage Learning (Thailand) Limited 408/32 Phaholyothin Place Building 8th Floor Phaholyothin Avenue Samseannai Phayathai Bangkok 10400 Thailand Tel: (66) 2 619 0433 Fax: (66) 2 619 0436 CU Book Center Witayakit building floor 14th Chalalongkorn Soi14 Phyathai Road, Bangkok 10330 Tel: (66)2 255 4433 The Embassy of the United States of America 95 Wireless Road, Bangkok 10330 Tel: (66)2 255 4620 Fax: (66)2 650 8921 English as an International Language Program (EIL) Room 1327, 13th Floor,

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Borom Rajakumari Building Chulalongkorn University Tel: (66)2 218-4658 Fax: (66)2 218 4660 Hong Kong University of Science and Technology Clearwater Bay Kowloon, Hong Kong Kansai University 3-3-35 Yamate-cho Suita-city, Osaka 564-8680 Japan Macmillan Education Thailand Language Media Book Centre 244-246 Siam Square 2 Rama 1 Road, Patumwan Bangkok 10330 Tel: (66)2 252 6396-7 Fax: (66)2 658 1775 Macquarie University Balaclava Road, North Ryde NSW 2109 Australia Tel: (61) 29850 8604 Sasin Graduate Institute of Business Administration of Chulalongkorn University Sasa Patasala Building Soi Chula 12, Phyathai Road Bangkok 10330 Tel: (66)2 218 4001-9 Fax: (66)2 216 1312 The SEAMEO Regional Language Centre (RELC) 30 Orange Grove Road Singapore 258352 Se-Education Public Company Limited 1858/87-90 Floor 19 The Nation Tower Bangna-Trad Road. Bangkok 10260 Tel: (66)2 739-8000

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Advisory Committee

Chair Saowapa Chayaburakul Director Deputy Chairs Wattanawan Sanguanruang Deputy Director for

International Affairs

Supanee Chinnawongs Deputy Director for Research

Niphavan Churatanasit Deputy Director for Administration and Planning

Punchalee Wasanasomsithi Deputy Director for Academic Affairs Pornpim Kijsiripanth Deputy Director for Academic Service and

Professional Development Organizing Committee Wattanawan Sanguanruang Chair Nirada Simargool Deputy Chair Napanant Montkhongtham Member Monthira Damrongmanee Member Karuna Naphon Member Chutchada Twichatwitayakul Member Wannipa Yodkeeree Member and Secretary Academic Committee Nirada Simargool Chair Saree Kulsiriswad Deputy Chair Antikar Rongsa-ard Member Supanee Chinnawongs Member Pavinee Thirakhupt Member Chatraporn Piamsai Member Rananda Rungnaphawet Member Richard Lemarie Member Monthira Damrongmanee Member Karuna Naphon Member and Secretary Sub- Committee Welcoming & Master of Ceremony Annabel Bhamani Kajornboon Public Relations Duangruedee Karnjanabhant Correspondence Yanin Mung-A-Roon Conference Documents Napanant Montkhongtham Finance Niphavan Churatanasit Registration Suthirat Sritrakool Exhibition Surushwadee Viriyayingsiri Audio – Visuals Komson Eiamjamrus Catering Chutchada Twichatwitayakul Graphic Art Montri Pukcharoen Photography Wutthikorn Kaikrongjuck Supply Nualluk Chumputsa Assessment Puth Srisopaporn Conference Venue Wichian Koedphum Transportation Wutthikorn Kaikrongjuck