Mansoura University
Faculty of Education
Curriculum & Instruction Department
New Trends in English Language Teaching and Learning
Prepared by:
Aly A Qoura
Professor of ELT, Mansoura University, Egypt.
2020
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New Trends in ELT&L
Prepared by:
Aly A Qoura
Professor of ELT, Mansoura University, Egypt
Introduction
This paper discusses briefly the most recent trends in English language teaching and
learning. It is generally divided into three broad sections. Language approach, content,
syllabus and course design are presented in the first section. The second section is
concerned with methods, where strategic teaching, corpora, play-way method, digital
teaching, Learning and teaching management platforms, and Embodied learning are shed
light on. Finally, the language teachers and students are addressed in terms of change of
role, lifelong learning, portfolio development, reflective practice, frustration, and
Independent students.
Section1:
1.1.Early start of the teaching of English
Many countries have started teaching English in earlier grades at school. For
example, since 2011, Saudi Arabia and Vietnam have introduced English from Grade-IV.
Also in 2011, Japan introduced English in the primary stage and in 2012, Dubai
introduced English in the KG stage instead of Grade-I. (Boraee,2013; Sun,2014)
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1.2. 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. 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.
1.3. Change in the Approach to Teaching Culture
Long gone are the days when focus in ELT was on “Keeping the foreign culture island
alive”. In the last two decades 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.
1.4. Content and Language Integrated Learning (CLIL)
The CLIL is an approach where the English teacher uses cross curricular content and
so the students learn both the content and English. CLIL is an innovative methodological
approach that aims to foster the integrated learning of languages and other curricular
contents. Besides, it has been proved that CLIL benefits and bolsters learners’ foreign
language skills as well as motivation and attention. Nonetheless, the correct
implementation of CLIL implies reinforcement in areas such as teacher training, team
teaching, education and assessment planning, and additional resources. Luisa and Renau
(2016).
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According to Coyle (1999-in Lusia and Renau, 2016) a well-planned CLIL lesson
should combine the 4Cs of the curriculum, these are the following ones:
 Content: enabling progress in the knowledge, skills and understanding of the
specific issues of a particular curriculum.
 Communication: using language to learn while learning to use language itself.
 Cognition: developing thinking skills which link concept formation, knowledge
and language.
 Culture: allowing exposure to diverse perspectives and shared knowledge that
make us more aware the others and oneself.
1.5. Change in Teaching content and Test design
Boraie (2014) indicated that teachers use a range of local texts or English translations
of literature in the classroom. The use of language as well as the use of a variety of
accents in listening activities or tests is encouraged in the English language classroom.
In addition Classroom-based language assessment is in focus. Rise of classroombased language assessment in both developed and developing countries (Davison &
Leung, 2009). Different terms used include – Teacher-based assessment – Alternative
assessment
– Assessment
for
learning
– School-based
assessment
– Formative
assessment.
Classroom-based language assessment can be defined as any reflection by teachers
(and/or learners) on the qualities of a learner’s (or group of learners’) work and the use of
that information by teachers (and/or learners) for teaching, learning (feedback), reporting,
management or socialization purposes.’ ( Hill & McNamara, 2012, p. 396)
1.6.Syllabus design/materials development/global and local publishing
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Much innovation has been notable in syllabus design, materials development, and
Publishing, of ELT courses.
To illustrate, (Underhill,2004) assures
significant
developments in content (becoming less ethnocentric, more intercultural; less
stereotyped, more critical), in syllabus (reflecting new descriptive information about
language) and in methodology (reflecting ideas of student learning style and selfdirection). There has also been an increasing tendency towards more locally relevant nonglobal publishing of courses and materials.
1.7. Criticism of published materials
However, some of the criticisms of course books and materials are opening up real
areas for future development, for example, criticisms that focus on banal content in
materials, seen as insulting to learner intelligence and as missing golden opportunities for
content learning (for example teaching school subjects in or through English) or for
values-laden teaching (e.g. developing global citizenship as a core content in global
language learning). Other criticisms focus not so much on the course book, as on the grip
of 'course book methodology'. But many teachers point out the great benefits they derive
in developing their own knowledge, skills and confidence through using modern course
books.
1.8. Global Englishes
Lindhal (2017) stated that the vast majority of communication in English happening
around the world only includes an L1 speaker of English about 25% of the time . This use
of English as a lingua franca (ELF) is important for English language teacher education
because, historically, much of English language education has taken the native speaker as
the ideal in terms of proficiency and accent. Now, most English communication occurs
between English learners of English who have different L1s. Koch argues that teacher
educators must ask themselves if their focus on “inner circle” countries and their English
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usage adequately prepares global students to interact with people who are not from those
countries but who are English users.
1.9. 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 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.
1.10. English as a lingua franca (ELF)
When the concept of English as a lingua franca was first discussed by teachers,
academics, writers and trainers, it was controversial. Many refused to consider how the
concept of English as an international language might fit into course materials and
language teaching. Today, we see resource materials like PronPack 1-4 (Mark Hancock)
taking a non-prescriptive approach to accent and instead focusing on increased
intelligibility as the objective. Using elements of blended learning and gamification, this
pronunciation course doesn’t help the learner sound British or American, but instead
prepares the learner to use English in the global arena.
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Section 2:
2.1. Strategic Teaching and Learning
Teaching in English language classes focuses on fostering the students‟ 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.
2.2. Corpora
Fantastic computer corpora, holding vast amounts of real language, coupled with
computer software for sorting it and turning it into usable data, and lexicographic
software that enables brand new dictionaries to be written in 3 or 4 years, have all played
a part in the move away from somewhat subjective (or sometimes even imaginary) views
of how words and grammatical forms are used, and from prescriptive views about how
we should use them, towards a focus on 'real' language and a descriptive approach to how
it is used. The move away from prescription of course fits with the questions about who
owns English and who decides how it is to be used.
2.3. Play-way-Method.
The interest of the student is the main concern of the modern way of education. While
learning through ‘Play-Way-Method ’, he is less conscious of a sense of work, hence no
feeling of tiresome, the better he learns. Play-Way-Method captures the attention of the
pupil yielding remarkable results and feedback. Plays, dialogues, declamation contests,
debates and competition of vocabulary tests stimulate the interest of the students in
language learning.
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2.4. Networking and support groups
Shandruk (2013) and Undrhill (2004) agree that e-communication has made possible
a huge range of networking possibilities, including special interest groups, support
groups, discussion and chat rooms etc. One effect of this has been to give us access to the
experiences of many others, and to enable us to locate and to create the 'local' knowledge
that relates to our own needs. This in turn has enabled us to become a bit less dependent
on knowledge generated by 'experts' in other contexts, and on the authority of 'the
published book'. We are all able to participate in the generation of knowledge and
knowledge itself becomes a process rather than finished product.
2.5. Digital teachers/teaching
With the proliferation of tablets and smart phones, it is believed that textbooks will
disappear in a few years. Furthermore, the access to knowledge in terms of flexibility and
mobility has changed drastically. Berk (2016) notes that when it comes to technological
tools facilitating learning of grammar and language skills, the few very renowned and
helpful ones are: Interactive white board, Classroom flipping .Many academic institutes
have revolutionized using this approach.
For language learning, tools like: Prezi, Screencast-o-Matic, Voice Thread, Captivate,
PowerPoint, Camtasia, and YouTube fall under the category of flipped learning , Social
media tools Twitter for instance caters few very helpful learning platforms such as:
CambridgeWords, English247, BBCle, EnglishTips4U, LearnEnglish_BC. Apart from
this Instagram has boomed with a novel concept of learning through visual aids and
Pinterest also follows the pied piper lead. Many instructors also consider creating a
Facebook page that their pupils can like. They post updates in different languages
encouraging non-native speakers to translate them. Moreover blogging on Tumblr may
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also be used as an inspirational technique that motivates learners to submit their precise
views and ideas in English.
2.6. Learning and teaching management platforms
Learning management platforms (LMSs) like Edmodo are increasingly popular. They
give learners an online way to find handouts, continue classroom discussions and submit
homework. Now, online platforms are also used to communicate with parents and other
stakeholders, give teachers and administrators a better overview of the curriculum, and
help manage lesson plans and materials.
The Royal ABC (Prosper Education Pte Ltd) curriculum for four-to-six year olds comes
with a teacher platform that allows teachers to manage lesson planning, complete
administration, schedule homework and report to parents. This gives teachers more time
to work with children in the classroom.
These tools may appeal because they seem shiny and new. But the true value of
innovations lies in how much they can help learners to become better communicators in
English., and the extent to which they can help teachers encourage learners in the most
efficient, motivating ways.
(Teachers, visit our TeachingEnglish website for lesson plans and activities, and find out
how you can become a TeachingEnglish blogger.)
2.7. Embodied learning
Embodied learning is based on the idea that learning is not just about remembering. It
involves using the mind and the body, collaborating, discussing and exploring. Learners
need to be emotionally, intellectually, physically and socially engaged.
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Courses such as Doodle Town (Macmillan Education) use visual, audio and hands-on
activities to stimulate and inspire learning, getting young learners to draw, create, and be
inquisitive. Orbit (Richmond) develops the young learners’ socio-emotional and
cognitive skills through a language course that follows the story of a ferret and children
who go on adventure.
2.8. Gamification
Appealing to football-lovers, LearnMatch (VE Vision Education GmbH) uses training
sessions, friendly matches, leagues and cup games to make vocabulary learning fun for
young learners. Get Set, Go! Phonics (Oxford University Press) uses chants, songs and
games to help develop pre-school children’s phonological awareness.
On an even more immersive scale, Learn Languages with Ruby Rei (Wibbu) plunges the
learners into an interactive adventure game. They have to use their language skills to
negotiate, collaborate and build friendships in order to escape from a forgotten planet at
the edge of the universe. Any learning that takes place is incidental.
Section3:
3.1. Changing roles and increasing responsibilities of teachers
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 native speakers of English.
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 the skills they will need for the 21st-century workforce..
Another change noticed is that many teachers no longer teach in isolation. Teachers have
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the opportunities to co teach, team-teach, and collaborate with other teachers from other
disciplines.
Richards and Rodgers conceive a teacher’s role as a part of „design‟, component of a
method. Little Wood conceptualizes the role of the teacher as a facilitator of learning, an
overseer, a classroom manager, a consultant or adviser and at times a co-communicator
with the learners. To Harmer, a teacher plays the role of a controller, organizer, assessor,
promoter, participant, resource, tutor and observer.
3.2. Teachers as lifelong learners
In a knowledge based society and to remain competitive and employable, teachers are
expected to engage in a continuous professional development or the professional learning
activities from the beginning to the end of their careers. As with any other profession,
teachers are also expected to assume a greater responsibility for their own professional
learning, continually developing their knowledge and skills.
3.3. Portfolio development for teachers
This is linked to reflective practice. I refer to a portfolio as the teachers' own statement
of their teaching beliefs and values, and a profile of themselves in action. It consists of
the teachers' own selection of whatever represents the best parts of their practice,
including activities, materials designed, feedback from learners and peers, problems and
difficulties faced and worked through, observation notes, test results, videos and audio
tapes, anecdotes and stories, own reflections, plans, diary notes and so on. And all these
selections are linked by a commentary saying why these selections were made and what
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they show. Portfolios encourage teachers to make their own meaning, define their own
success, and to view their work consciously and critically from multiple perspectives.
3.4. Reflective practice and teacher learning
This is about teachers questioning and exploring their own practice of teaching. It is a
sort of systematic curiosity about going beyond the edges of what we know and do, to
find out how we could do things differently or better. Of particular interest are questions
like 'Is there a discrepancy between what I say I do and what I actually do?' Action
research might guide us to try to become more aware of our own beliefs and how they
frame the way we teach and think about teaching. It brings an appreciation of the
existence of this frame, and rigor about surfacing our unconscious slants, skews and
biases if we want to make real changes to our practice.
3.5. 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.
3.6. Students as Independent learners
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Strategopedia :Give a man a fish He eats for a day Teach him to fish He eats for the
whole life.
A trend in ELT today has been to make the students independent learners. The purpose is
to equip learners with appropriate learning strategies to take the responsibility for selfdirection.
The students are trained in the use of learning strategies in order to improve their learning
effectiveness. Learners learn how to learn.
3.7. Frustration
For some of teachers who are aware of these and other trends taking place today, the
main trend seems to be frustration that they are not in a situation where they can go with
these trends. So, these invitations to change may frustrate those who feel restrained from
changing.
What will be the next developments to come?
Lindahl (2017) believes that we might be using real text and real situations, reaching
across the globe for our communicative practice, working with what students produce
rather than creating situations to provoke desired language. Perhaps methodology will be
more participatory than teacher-led, and grammar will be seen as more of a process than
as a thing out there to be learnt. Learning would be emergent and facilitated rather than
prescribed and taught. She might be hitting the right target, Dogme ELT or Teaching
Unplugged and Affordance-based learning have been gaining momentum.
It seems to me that that these trends mark a move away from simple, certain,
controlled and established ways of doing things towards complex, uncertain, less
controlled and emergent ways of doing things. The trends as, Lindahl asserts, are towards
an increasing valuing of participation in the creation of knowledge, a greater voice for
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diversity and difference, a preference for connectivity and relationship, and a developing
tolerance, even delight, in working with the fuzzy, the unclear, the unfinished.
Pondering on the existing trends and a wave of change, we can make a sensible guess that
we are moving “from simplicity to complexity, from uniformity to diversity, from
prescriptivism to eclecticism, from oneness to pluralism, from customary to embryonic
ways of doing things, more towards flexibility, practicality and towards refinement of
current practices in order to make a difference.”
Perhaps we might be using real text and real situations, reaching across the globe for our
communicative practice, working with what students produce rather than creating
situations to provoke desired language.
Perhaps methodology will be more participatory than teacher-led, and grammar will be
seen as more of a process than as a thing out there to be learnt
Learning would be emergent and facilitated rather than prescribed and taught.
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