NAMA PELAJAR : MAT AZAN BIN YATIM NO MATRIKS : 810763

TRAINING FOR LANGUAGE TRAINER

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Overview : 1. Teacher trainees should be required to achieve agreed levels of linguistic competence corresponding to their specialist, semi-specialist or non-specialist teacher status. 2. Tearchers Language Mentor status should be introduced to recognise key individuals involved in training. 3. Teacher trainees should gain experience of teaching in more than one country. 4. Teacher trainees should be able to compile their qualifications by taking different units in different countries. 5. Specialist language teachers should be trained to teach more than one language. 6. Language teachers should be trained in the skills and approaches necessary to make students aware of their role as citizens, and more training materials should be developed to support this training. 7. All teachers should be trained in using ICT approaches for interactive use with pupils in the classroom. 8. Increased training should be provided in bilingual teaching approaches, and pilot projects should be implemented in each country.

Setting language training targets: Despite what the adverts claim, it takes time to learn another language. While no-one can make you fluent in a language within 76 hours, there are many positive business benefits to making an effort with a few basic phrases. Achieving your targets will depend on many factors that you need to agree with your supplier, for example the existing language skills of the trainees, their motivation and level of education, the frequency of their training and the difficulty of the language they are learning Learning, Teaching and Doing: Learning is finding out what you aready know, Teaching is reminding yourself that ypu know it, Doing is demonstrating to others, you know it. We are all learners, teachers and doers. - Richard Bach To improve training through adopting coaching skills.We will cover these areas: 1. Trainer Self-Observation form 2. Trainer Practice with external observation 3. How to give appropriate feedback 4. Setting up a regular coaching schedule

Training Hours :

Our recommendation is for 76 hours of training. These 76 hours will be conducted in 2 modules, over 10 days.

Method of Assessment : 1. Obevation 2. Simulation 3. Oral Questioning 4. Examinations 5. Test ( Oral and written ) 6. Project and assignments 7. Skill tests 16 hours 10 hours 8 hours 4 hours 8 hours 20 hours 10 hours

Evaluating the outcome of a language programme:

1.Goals of courses What proportion of the learning contents should be based on the needs analysis and how much of the core competence elements of the company strategy should be included in this course? 2. Purpose of course How could the contents be specified and limited so that the course meets its most important aims? 3. Target group Around what common element(s) can a well functioning learner group best be set up? 4. Course type Thinking of the initial level, the aims, the realistic learner input and scheduling opportunities, which course type would w ork best for these specific needs? Are we realistic in matching the length of course with goals for the level of these learners? 5. Trainer How can we ensure that the trainer is a specialist, who uses learner-centered methodology and involves all the learners? How could we support effective,

continuous learning? How can learner input be realistic but maximal to ensure results? 6. Focus of teaching How can we ensure that the teacher focuses on practical communication skills and does not concentrate on teaching the code of the language? 7. Expert knowledge How can we co-operate with the network in order to strengthen our know-how in our core copy? 8. Testing Do we have an adequate system for keeping track of the results achieved through language training? Do we need the statistics? Can we do with a simpler recognition system, which does not involve assessment testing? The main elements of the course are: Language development Background to language learning and teaching Different methodologies for teaching Classroom management and practical teaching skills Lesson planning Teaching aids and resources Observation of experienced teachers competence area? Are we getting the material developed for specialist courses? How can we contribute to developing a competitive advantage, difficult to

The programme is divided into two modules: Module One : Component One: Language for Teachers Module Two : Component Two: Teaching Component Three: Methodology

Resources Required : 1. Maximun number of participants to a class will be 30. 2. The training will be condited at a venue organized bt client. 3. The following will be provided by the client: Handouts will be printed / photocopied. The LCD projector and computer with CD and DVD drive Digital voice recorder to record voices Folders / files for trainess to store their information / feedback Audio speakers List of client words that agents tend to make mistakes on ( including scripts that have to be read to customers ) Pens and notepads for trainees.

REFERENCES:

pramila.mathew@mmmts.com www. s tgi l e s - int e rna t iona l . com Stern, H.H. 1992, Issues and Options in Language Teaching. Oxford: Oxford University Press. Lasnier, C-J., Morfeld, P., North, B., Borneto, C.S. and Spth, P. 2000, A Quality Guide for the Evaluation and Design of Language Learning and Teaching Programmes and materials. A project related to the White Paper of teaching and learning. Towards the learning society. Brussels: DGXXII, European Commission..