CAMELTA 12th Annual Conference, 13-15 August 2013
The Cameroon English Language & Literature Teachers' Association annual Conference and AGM is an event that brings together international, regional and local ELT teachers, teacher trainers, pedagogic supervisors and researchers every August to share innovative research ideas and practices in the field. This year, CAMELTA held its 12th annual conference from 13-15 August, 2013 under the theme: Achieving excellence in English language teaching-setting the pace in tune with the changing times.
The conference was preceded by a TESOL Symposium on 12 August 2013
The venue was the Catholic University of Central Africa, Ekounou Campus in Yaoundé-Cameroon.
The conference was preceded by a TESOL Symposium on 12 August 2013
The venue was the Catholic University of Central Africa, Ekounou Campus in Yaoundé-Cameroon.
Keynote Speaker
Prof Therese Mungah Shalo Tchombe (University of Buea - Cameroon)
Title: Promoting the Learning Process in English Language Teaching: Pedagogic Challenges
Differing opinions about teacher/teaching quality generally have ignited reflections on the need for a new type of classroom teacher who is transformative in his or her pedagogic practices. The current educational paradigm shift to learner-centred pedagogy based on constructivism theory hubs on the learner and the learning process. Such an approach enables both students and teachers to move towards a dynamic and participatory engagement in a cooperating and enabling learning environment. In this new dispensation, students are encouraged, by teachers, to engage in meaning making through the construction of meaningful knowledge. Teachers are encouraged to reflect on their practices; their role becomes that of facilitator, co-learner or co-constructor of knowledge with the learner. It is also incumbent on the teacher to act as critical reflection enhancer through continuous assessment of the learning process and outcomes. For language teachers, understanding the structure of the English Language is a necessary condition for the above conditions to be met if we must achieve the goal of being transformative teachers. As a functional subject, requiring competence in use and usage, fostering substantive conversations, valuable culture of listening, reading and higher order thinking are crucial starting points for pedagogic practices. Since teachers respond to prescriptions because of an examination oriented curriculum, quality is compromised and as a result, teachers’ accountability is usually not based on learners’ capacity, skills and competences in language use but on percentage pass in summative or formative examination results. In this keynote address, I pose the question of whether or not students can, through the way they are currently taught, be made accountable for, and to claim ownership of, their learning? It is my contention that given the enormous challenges involved in this shift in paradigm, ELT teachers in Cameroon are not prepared academically and professionally for the new pedagogic expectations that highlight the learner and learning process.
Dr Therese Tchombe is Professor Emeritus and Honorary Dean at the University of Buea. She obtained her Ph.D. in Developmental Psychology and Education at the University of Bristol in the UK with specialization in Applied Cognitive Developmental Psychology. Her research interests are in the domain of cognitive processes in childhood and the implication of culture; teacher factors and gender. She has served and participated in capacity building in research for emerging African young scholars in West and Central Africa. She is a member of the Academy of Science in Cameroon and of other international associations. Currently, she is the UNESCO Chair for Special Needs Education at the University of Buéa.
Differing opinions about teacher/teaching quality generally have ignited reflections on the need for a new type of classroom teacher who is transformative in his or her pedagogic practices. The current educational paradigm shift to learner-centred pedagogy based on constructivism theory hubs on the learner and the learning process. Such an approach enables both students and teachers to move towards a dynamic and participatory engagement in a cooperating and enabling learning environment. In this new dispensation, students are encouraged, by teachers, to engage in meaning making through the construction of meaningful knowledge. Teachers are encouraged to reflect on their practices; their role becomes that of facilitator, co-learner or co-constructor of knowledge with the learner. It is also incumbent on the teacher to act as critical reflection enhancer through continuous assessment of the learning process and outcomes. For language teachers, understanding the structure of the English Language is a necessary condition for the above conditions to be met if we must achieve the goal of being transformative teachers. As a functional subject, requiring competence in use and usage, fostering substantive conversations, valuable culture of listening, reading and higher order thinking are crucial starting points for pedagogic practices. Since teachers respond to prescriptions because of an examination oriented curriculum, quality is compromised and as a result, teachers’ accountability is usually not based on learners’ capacity, skills and competences in language use but on percentage pass in summative or formative examination results. In this keynote address, I pose the question of whether or not students can, through the way they are currently taught, be made accountable for, and to claim ownership of, their learning? It is my contention that given the enormous challenges involved in this shift in paradigm, ELT teachers in Cameroon are not prepared academically and professionally for the new pedagogic expectations that highlight the learner and learning process.
Dr Therese Tchombe is Professor Emeritus and Honorary Dean at the University of Buea. She obtained her Ph.D. in Developmental Psychology and Education at the University of Bristol in the UK with specialization in Applied Cognitive Developmental Psychology. Her research interests are in the domain of cognitive processes in childhood and the implication of culture; teacher factors and gender. She has served and participated in capacity building in research for emerging African young scholars in West and Central Africa. She is a member of the Academy of Science in Cameroon and of other international associations. Currently, she is the UNESCO Chair for Special Needs Education at the University of Buéa.
Invited Plenary speakers:
Deena Boraie (The American University, Cairo-Egypt)
Title: Professional Development Matters: Keeping in Tune with Changing Times
Over the years, a steady stream of research and commentary has shown that professional development of teachers does matter. Teachers have a direct impact on children and youth and thus, teachers are the backbone of any country’s human capital development strategy. A change in thinking about professional development is necessary to foster a culture of constantly upgrading skills, knowledge and competencies. This presentation reflects on the current landscape of the professional development of teachers and analyzes the gaps between the theory and actual practice. The presenter proposes ways forward to bridge the gap between research and practice to achieve excellence in teaching and learning.
Dr. Deena Boraie is the Associate Dean for Instructional Affairs at the School of Continuing Education at the American University in Cairo, Egypt, and currently serves as President of TESOL International Association. She is also a language testing expert and an assessment and evaluation consultant and
trainer.
Over the years, a steady stream of research and commentary has shown that professional development of teachers does matter. Teachers have a direct impact on children and youth and thus, teachers are the backbone of any country’s human capital development strategy. A change in thinking about professional development is necessary to foster a culture of constantly upgrading skills, knowledge and competencies. This presentation reflects on the current landscape of the professional development of teachers and analyzes the gaps between the theory and actual practice. The presenter proposes ways forward to bridge the gap between research and practice to achieve excellence in teaching and learning.
Dr. Deena Boraie is the Associate Dean for Instructional Affairs at the School of Continuing Education at the American University in Cairo, Egypt, and currently serves as President of TESOL International Association. She is also a language testing expert and an assessment and evaluation consultant and
trainer.
Christine Coombe (Dubai Men's College, Dubai-UAE)
Title: Where Do I Go From Here? Developing a Personal and Professional Strategic Plan
Success does not usually happen accidentally. It happens with a well-conceived plan. This presentation focuses on developing your own personal and professional strategic plan which will enable you to make positive decisions that affect your life, focus your energies on what is important and significantly increase your level of performance. The elements of a personal strategic plan will be described and strategies for putting this plan into action will be discussed. Participants will leave this session with the basic structure of their own personal and professional strategic plan.
Dr. Christine Coombe is currently on the English faculty of Dubai Men's College. She is the former Testing and Measurements Supervisor at UAE University and Assessment Coordinator of Zayed University. She co-edited several publications on assessment and has several forthcoming books on the subjects of task-based learning and reigniting, retooling, and retiring in English language teaching. She was TESOL International Association Executive Committee member 2010–2013 and served as President 2011–2012.
Success does not usually happen accidentally. It happens with a well-conceived plan. This presentation focuses on developing your own personal and professional strategic plan which will enable you to make positive decisions that affect your life, focus your energies on what is important and significantly increase your level of performance. The elements of a personal strategic plan will be described and strategies for putting this plan into action will be discussed. Participants will leave this session with the basic structure of their own personal and professional strategic plan.
Dr. Christine Coombe is currently on the English faculty of Dubai Men's College. She is the former Testing and Measurements Supervisor at UAE University and Assessment Coordinator of Zayed University. She co-edited several publications on assessment and has several forthcoming books on the subjects of task-based learning and reigniting, retooling, and retiring in English language teaching. She was TESOL International Association Executive Committee member 2010–2013 and served as President 2011–2012.
Richard Smith (University of Warwick - UK)
Title: In Difficult Circumstances, Doing the Best You Can
What can you do to improve your well-being, your teaching and the students’ learning of English in large classes, without many resources, in a hot climate? In this talk I will share some strategies that other teachers in similar circumstances have successfully adopted and I will invite participants to reflect on improvements that they can make in their thinking and their practice, taking full account of difficulties and both teacher and student motivations. Throughout, my emphasis will be on the notion that ‘excellence’ must be contextually situated and that teachers can usually learn more from one another, from their own explorations and from their own students than from outsiders, from theory, or from top-down training provided to them. I aim to show that teachers do not have to be the victims of external fashions, directives or other changes, and I invite participants to consider the ways that they can themselves, with students and colleagues, take more control of developments in their own contexts, in spite of constraints.
Dr Richard Smith is an associate professor at the University of Warwick, UK. He is best known for his work in the fields of history of language teaching, and learner and teacher autonomy. As coordinator of IATEFL's Research Special Interest Group and chief compiler of the British Council's Directory of UK ELT Research, he has also developed particular interests in the area of practitioner research, with a major focus on teaching in difficult circumstances. He is the joint founder and coordinator of the Teaching English in Large Classes network, deputy chairman of the A. S. Hornby Educational Trust, and the Key Concepts editor for ELT Journal. Further information is available at his webpage.
Highlights of the Symposium and Conference are available here
What can you do to improve your well-being, your teaching and the students’ learning of English in large classes, without many resources, in a hot climate? In this talk I will share some strategies that other teachers in similar circumstances have successfully adopted and I will invite participants to reflect on improvements that they can make in their thinking and their practice, taking full account of difficulties and both teacher and student motivations. Throughout, my emphasis will be on the notion that ‘excellence’ must be contextually situated and that teachers can usually learn more from one another, from their own explorations and from their own students than from outsiders, from theory, or from top-down training provided to them. I aim to show that teachers do not have to be the victims of external fashions, directives or other changes, and I invite participants to consider the ways that they can themselves, with students and colleagues, take more control of developments in their own contexts, in spite of constraints.
Dr Richard Smith is an associate professor at the University of Warwick, UK. He is best known for his work in the fields of history of language teaching, and learner and teacher autonomy. As coordinator of IATEFL's Research Special Interest Group and chief compiler of the British Council's Directory of UK ELT Research, he has also developed particular interests in the area of practitioner research, with a major focus on teaching in difficult circumstances. He is the joint founder and coordinator of the Teaching English in Large Classes network, deputy chairman of the A. S. Hornby Educational Trust, and the Key Concepts editor for ELT Journal. Further information is available at his webpage.
Highlights of the Symposium and Conference are available here