Faculty Development Training for EFL Teachers from Developing Countries: A VTLCI Model M. Amanda Johnson Language and Culture Institute
Virginia Tech U.S.A.
[email protected]
Fan (Luisa) Li Office of International Research, Education and Development Virginia Tech U.S.A.
[email protected]
Abstract: The Virginia Tech Language and Culture Institute (VTLCI) is involved in capacity-building training programs for EFL instructors and coordinators from developing countries. Institutions are increasing student and faculty access to crucial resources through the support of language learning. By supporting language learning, institutions are increasing student and faculty access to crucial resources. We developed the “Train the Trainer” model on topics of EFL curriculum, pedagogy, resources and eLearning. To evaluate the effectiveness of this model, we utilize the conceptual frameworks of the TPCK model (Mishra and Koehler, 2006) and digital equity model (Resta and Laferrière, 2008). This brief paper describes our findings and recommendations for future programs.
Introduction Access to information published in English is restricted in institutions in developing countries with limited resources, chiefly STEM research. With rolling blackouts and a dearth of pedagogical training in language teaching, instructional technology, and eLearning, faculty and students of those institutions not only suffer from a lack of knowledge base and resources, but also, fundamentally, a lack of facilities to provide these resources. Consequently, professionals at universities in developing countries often experience a lack of training opportunities, aging curriculums, and little access to modern teaching methodologies and pedagogy. In 2011, the Virginia Tech Language and Culture Institute (VTLCI) hosted faculty members and administrative professionals from a number of developing countries, focusing on building capacity in English teaching and learning, pedagogy, instructional technology and eLearning. In this paper, we will analyze our training program using the frameworks of TPCK and digital equity, and discuss our findings and future recommendations.
Program Description The VTLCI is currently involved in several capacity-building projects in developing countries. Over the past year, partnering with the Office of International Research, Education and Development (OIRED), Amanda Johnson has worked with counterparts from Ecole Superiore d’Infotronique d’Haiti (ESIH) in Port-au-Prince, Haiti. Johnson performed a needs assessment of the English curriculum at this higher education institution, trained counterparts, and assisted in the revision of the curriculum in cooperation with ESIH. This USAID and Higher Education in Development (HED) funded project will continue through 2012. The VTLCI plans to facilitate distance learning seminars on foreign language training to support English teaching faculty at ESIH. Via the needs assessment of the English curriculum at ESIH and discussions with participants involved in two training sessions, commonalities among institutions in Haiti, Cote d’Ivoire, Indonesia, and Senegal emerged. With rolling blackouts and shortage of financial resources, those institutions have to battle numerous obstacles: the lack of qualified teachers, a dearth of faculty training in language teaching, instructional technology, and eLearning, and more profound social problems such as digital divide, political conflicts, and globalization. Participants expressed dissatisfaction with institutionalized teaching methodologies and curriculums. They also expressed a desire to learn more about instructional design and how to incorporate eLearning. Training was then designed around the needs of the participants. The VTLCI “Train the Trainer” model developed over the period of March to September 2011. We utilized this model for training programs for participants from several developing countries – Indonesia, Haiti, Cote d’Ivoire and Senegal. In May 2011, two counterparts from Haiti came to the VTLCI to participate in a summer mentorship. During this time, two Humphrey Fellows, a program for mid-level professionals from developing countries, chose to complete their professional affiliation at the institute. Participant responsibilities at their institutions include English
language teaching, teacher training, curriculum development and implementation, instructional design and eLearning. Most professional literature and research is published only in English, thus the role of the Train the Trainer program is to lessen the inequitable access to those materials. The training program is designed to include techniques for teaching English with limited resources, content-based teaching methodologies, and increased awareness of online language teaching and learning resources within the framework of language acquisition and adult learning. By building English language teaching and learning capacity, the training will thus increase access to crucial research in STEM and other disciplines (Virginia Tech Language and Culture Institute, 2011). The intent of the project was not to teach English itself, but to train participants in the tools that can be incorporated in their classrooms to assist in language learning, therein developing competencies. One of the challenges of this project was that those selected to participate primarily had a reading and writing competency in the language. Thus, we often relied on stronger English speaking participants to assist in delivering the message of the content.
Conceptual Frameworks for Faculty Development Training Mishra and Koehler (2006) propose the Technological Pedagogical Content Knowledge (TPCK) framework for teacher professional development and faculty development in higher education. The TPCK model tries to define the instrumental roles and interplay of content, pedagogy, and technology, three major elements of learning environment. When applying this framework to designing a training program for faculty and other educational professionals, it is important to not only include training on each element, but also recognize the complex relationships among them. In other words, training participants should not study each of the three elements in isolation, but examine their interweaving relationships in context. As mentioned earlier, digital divide is one of the main contributors to the shortage of quality training programs and educational resources in developing countries. Digital divide has two aspects: computer access and computer use (Becker, 2006). To achieve digital equity in education, instructors should not only have access to computer and digital resources, but also utilize them in teaching and learning. To minimize digital divide and achieve higher level of digital equity, there are many measures to undertake, from the macro national policy level, social justice system, institutional strategic planning, to micro faculty development training plans. Resta and Laferrière (2008) summarize five dimensions of digital equity that need to be addressed when designing policies and programs to promote digital equity. Pittman, McLaughlin, and Bracey-Sutten (2008) examine four successful cases of digital equity and confirm these dimensions are indeed instrumental in achieving digital equity in institutional level. We find both conceptual frameworks are pertinent to the VTLCI training program designed for EFL teachers in developing countries. Now the question remains: if we use them to examine the effectiveness of the training program, what will we find? Based on the findings, what will be the next step for future programming?
Training Analysis: EFL Section The VTLCI training program consists of two sections, EFL and eLearning. The EFL section includes the following workshops and seminars: Introduction to Observation, Foundations of Adult Second Language Acquisition, Introduction to Adult Learning, Teaching English with Limited Resources, Teaching English in Large, Multi-Level Classrooms, Online Resources for Independent Language Learning and English for Specific Purposes. These workshops were designed for faculty with very little knowledge or training in language teaching and learning. The following chart (Figure 1) analyzes the training workshops according to the conceptual framework of TPCK. The chart describes the training program’s incorporation of the major learning elements of the framework. As evidenced by the chart, the training program integrated very little technology. Participants of the training program will not have access to most of the information of the workshops and seminars. Though some information was on the Moodle site, because trainers suffer a lack of knowledge in this area, a fully functional eLearning program was not developed for easy distribution and access. In addition, some instructors didn’t treat technology as an integral part of the training program or recognized its relationship with the content knowledge. Some topics, such
as adult learning, were discussed more traditionally, with discussions on theories, principles, pedagogies, and best practices, but without the assistance of technology. Technology
Introduction to Observation
Pedagogy
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Foundations, Adult 2nd Language Acquisition
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Introduction to Adult Learning
Teaching English, Limited Resources
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Teaching English, Large, Multi-Level Classes
Online Resources for Independent Learning
English for Specific Purposes
Content Knowledge
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X
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X
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Topics
Activities
· Observation etiquette · VTLCI English classes and schedules · Observations tasks, such as classroom instructions, student groupings
· Take English placement exam to determine English language proficiency · Select English classes for observation based on proficiency · Use Moodle to provide feedback of observations · Q&A
· Introduction to theories behind learning/acquiring a language · Vocabulary of language learning and teaching
· Assess participants knowledge of language acquisition via Q & A
· Characteristics of adult learners · Motivation and techniques for effective teaching of adult learners
· Discussion of participant learning experiences · Assessment of seminar via discussion
· Speaking and listening tasks · Writing and reading tasks · Tools that can be accessed anywhere · Web-based tools that can be translated to the limitedresources classroom
· Participants identify what tools they have access to · Discuss how to maximize the use of those tools in the classroom ·Q & A
· Techniques and methodologies for multilanguage level classrooms · Techniques and methodologies for large classrooms
· Identify participant’s classroom via discussion · Complete EFL activity
· Web-based tools for listening, speaking, pronunciation, reading and writing · Web-based tools for in-class activities · Web-based tools for independent learning
· Trainer walks participants through each website · Discussion of how tools can be used in and outside of classroom · Participants try out websites
· Course development for ESP classes · Models of content-based language teaching and learning
· Identify suitable model for individual classroom · Practice developing activities around content
Figure 1: VTLCI “Train the Trainer” Model EFL Section Syllabus
When considering the digital equity framework, does the VTLCI training program incorporate all elements: hardware and software connectivity; culturally relevant content; creating, sharing and exchanging digital content; knowledgeable trainers in the field of digital tools and resources; and research on the application of digital technologies? Participants had access to wireless internet and the VTLCI computer lab during their training program. However, when they return to their home country, connectivity to the training is a question of concern and future programs will be developed to be accessed on the participants’ time and ability to access training. This leads to the element of knowledgeable trainers in the field of digital tools and resources. While some aspects of the training required knowledge of online tools for language learning and teaching, most seminars and/or workshops did not mandate an in-depth knowledge of how to include these tools when the participants returned to their home universities. In addition to providing ample opportunities for discussion and sharing digital materials, the training did speak to the element of providing culturally relevant content, however not to the local language of the participant. Most participants either spoke French or Bahasa Indonesian. Trainers consisted of native English, native Spanish and native Mandarin Chinese speakers, thus the content of the program was delivered in English. Because most classes of the faculty we trained will not be completely focused on English teaching, but around material, such as Islamic Law, International Relations or Agriculture, we developed a workshop to assist participants in identifying a model that would best suit their class for teaching content and language. We were also aware of how many of the participants’ students and the participants themselves would want to continue their language study out of the classroom, thus the workshop on independent learning was developed and given by a knowledgeable trainer in the area of digital language learning resources.
Training Analysis: eLearning Section The eLearning section of the VTLCI training program consisted of the following sessions: eLearning Basics, Instructional Design Basics, eLearning Advanced Topics, and One-on-one Sessions (See Figure 2). Most participants of the training have little or no experiences of eLearning and using Moodle, the chosen LMS for their future online courses. The eLearning sessions were designed to proceed progressively by starting with the basics and ending with advanced topics in eLearning. Participants were engaged in various hands-on activities using Moodle first as a regular user, then as a course creator, and finally as the site administrator. By the end of the training, the participants became aware of basics eLearning and ID concepts and pedagogical principles, and were able to create their own courses in Moodle. Although the training on eLearning and Moodle can easily become very technical, the trainer managed to keep a balance of technology, pedagogy, and content knowledge. As indicated in Figure 2, all three elements of the TPCK model were recognized in each session. At the very beginning, the trainer let the participants experience using Moodle as a regular student by doing simple tasks such as browsing the site, creating profile, and introducing to each other. Participants felt comfortable in such a strange environment while beginning to understand the needs of their future students. Naturally pedagogical principles of online administration and concept of learning community were introduced and discussed. In the following sessions, the trainer continued to assign meaningful activities to participants which combined content knowledge, pedagogy and technology. The eLearning section seems to follow the framework of the TPCK model, but does not contain all the elements of the digital equity framework. The trainer has in-depth knowledge of digital tools and resources and therefore took full advantage of the Moodle platform to deliver training documents and many bonus materials and manage learning activities. All participants had a laptop to use during the training program and had access to online materials in Moodle. Besides reading materials, they were actively engaged in group discussion and collaborative production of online courses to share and exchange digital content and knowledge. However, although the trainer tried to provide meaningful learning activities, the Moodle interface and all materials were in English and didn’t necessarily apply to participant’s local context. Common instructional design tools such as Adobe InDesign, Dreamweaver, and video cameras are expensive and even prohibitive in many developing countries. Participants expressed their frustration of accessing and applying learning materials and tools in their native languages at their local institutions. This issue needs to be addressed for future training programming.
Technology
Pedagogy
Content Knowledge
eLearning Basics 1
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eLearning Basics 2
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Topics
Activities
· Introductory concepts · eLearning infrastructure · eLearning technologies · Sample eLearning sites
· Use Moodle as students · Become familiar with basic functions · Reverse engineering task
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· eLearning implementation · LMS demo · Online teaching step by step
· Use Moodle as admin · Try using basic admin functions · Assignment: put together materials for an online course
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· ID definition & history · Brief review of learning theories · ID process
· Write course objectives · Add course activities in Moodle
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· Validity on the web · Multimedia production: PowerPoint & Video · Collaborative applications
· Develop course materials · Search valid information on the web · Q&A
eLearning Advanced Topics 1
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· eLearning trends · Moodle & GA4E · Moodle system & eLearning administration
· Discuss revised Moodle courses · Discuss Moodle administration
eLearning Advanced Topics 2
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· Educator Technology competency · Accessibility · eLearning Evaluation · Resources
· Discuss revised Moodle courses · Discuss Moodle administration
One-on-One Sessions
Participants schedule individual meeting with the trainer to discuss their Moodle courses and specific needs
NOT required Discussion may last 1-2 hrs
Final Presentation
Selected participants present their achievements during the training on ESL and eLearning
ID Basics
ID Advanced Topics
X
X
X
Figure 2: VTLCI “Train the Trainer” Model eLearning Section Syllabus
Findings and Recommendations As Mishra and Koehler (2006) suggest, technology has changed the face of education. The ability to know why, how and what technology should be used is an integral part of being knowledgeable educators and trainers and we should aim to stay current in this dynamic field. Thus to ensure that knowledge of and ability to incorporate new technologies in the classroom is a fundamental aspect of all training, we will use the TPCK and digital equity frameworks to build all future trainings. When analyzing the EFL and eLearning sections of the VTLCI “Train the Trainer” model, we find the program presents both success factors and a few challenges to overcome. Based on the TPCK model framework, the VTLCI model successfully combined pedagogy and content knowledge together, but didn’t incorporate technology properly in some sessions. It is critical for the trainers to understand the role of technology in EFL teaching and learning. Even in developing countries with limited financial resources and
technological infrastructure, educators need to be aware of what is available and select what is applicable to their own classes. By treating technology as a separate and independent component from content and pedagogy, the language training portion of the program failed to address the very real 21st century needs of faculty and students. Based on the digital equity framework, the VTLCI model successfully incorporates three elements, hardware and software connectivity, creating, sharing and exchanging digital content, and knowledgeable trainers in the field of digital tools and resources. These all contribute to positive feedback from participants. Some of the participants from the same country didn’t know each other. It was until they met in the VTLCI training that they formed a professional community to share knowledge and prepare to deliver similar training in their country. Conversely, partially due to the lack of time, the trainers didn’t prepare culturally relevant content well enough to the extent that the participants would be satisfied. This issue also originated from the lack of proper research on the conditions of participant’s local context. For example, the trainers were aware of the lack of financial resources and technological resources in developing countries, and therefore made an educated guess to include sessions on free and open source digital tools. However, trainers failed to consider how these tools would be utilized by participants in their local context. Would the future students of the participants feel comfortable learning English in Wiki and Second Life? How can the trainers prepare participants for this type of virtual environment? For future programming, we recommend more rigorous research and evaluation of participant’s local context and conduct follow-up studies on transfer and retention of the training participants. When considering digital equity for social inclusion, the participants of the training did not represent a large part of the population: women. In one of the training groups, four participants out of twenty-two were women. One future recommendation is to ensure that a significant percentage of participants selected for training are women. Women bring a unique presence to EFL teaching and learning and will act as role models to female students to encourage more women in higher education and workforce. In looking forward, we have many challenges to face for successful training: the language level of the participant, participant access to technology at home institution, the knowledge of the trainer, to name just a few. However, by analyzing past training using the two frameworks of TPCK and digital equity, we can widen our focus from merely delivering content knowledge to making certain that the digital divide in participants’ home institutions is lessened by providing a basis for well-grounded teacher education.
References Becker, J. D. (2006). Digital equity in education: a multilevel examination of differences in and relationships between computer access, computer use and state-level technology policies. Education Policy Analysis Archives, 15(3), Retrieved October 21, 2011 from http://epaa.asu.edu/epaa/v15n3/ Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Pittman, J., McLaughlin, R.T., & Bracey-Sutton, B. (2008). Critical success factors in moving toward digital equity. In J. Voogt & K. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 803-817). Springer Science Business Media, LLC. Resta, P. & Laferrière, T. (2008). Issues and challenges related to digital equity. In J. Voogt & K. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 803-817). Springer Science Business Media, LLC. Virginia Tech Language and Culture Institute. (2011, October 18). [Web log message]. Retrieved from http://vtlcibb.blogspot.com/2011/10/senegal-faculty-train-at-vtlci.html.
