Talking to the Head
of a language teacher training programme
Valeria Sumonte, Head of English School Pedagogy Program, Catholic University of Maule
Teacher trainers are interested in getting to know each other and
exchanging views about the different teacher training programmes in Chile so I
would like to ask you a series of questions related to this field and also
related to you as a person.
How did you become a teacher and why?
To be honest, I wanted to be a translator;
but, that program was not offered in the city where I lived and my parents
didn´t allow me to move to another place. They said: if you want to study at university you have to do it in Talca. It was
a challenge, because there was nothing I was interested in apart from being a
translator. When looking at the list of programs offered by the University of
Talca, I was first attracted by the word “English”. Then, I noticed that it was not only English,
it was English Pedagogy. And, Here I am!!!
Who or what inspired you to become a language teacher?
Being an English teacher was a challenge.
I wasn’t good at English at school and my English teacher didn´t trust me.
Then, when I finally started the program I went back to school to talk to my
teacher and he was surprised. But, in spite of asking ME to change my mind, HE
changed his mind and started to help, he really inspired me!!
Tell us about the existing teacher training programme that your
university offers.
a) The program is characterized by a
competency based approach.
b) The practicum process starts from the
second year, second semester.
c) To be teachers of English it is
necessary to:
- pass all the
modules
-demonstrate
level C1 in a standardized test
-IELTS.
-write two thesis:
one written in Spanish and one in
English
-sit the TKT and get
level 3.
d) More than 50% of future teachers each
year have received “Beca Vocación de Profesor”
e) More than 50 future teachers have
received the grant “Beca Semestre en el extranjero”
f) Most of the students come from the 7Th
Region; 95% of them from public and subsidised schools. Their entrance level of
English is A1 or A2. It is necessary to work hard –teachers and future
teachers- to get the required level.
What are the main challenges and
difficulties you encounter?
g)Lack of initial
English Language command.
h)Lack of study
habits and metacognitive strategies to improve their results.
l)Lack of practicum
places with high standards.
What changes do you envisage for the future of your programme?
m) More integration
of ICTinto the methodology modules.
n) More asynchronous
communication with the students.
Tell us about the team of teacher trainers you work with?
All teacher trainers have Master degrees from Chile, UK and USA. They
are a very committed team working to get the best from our students.
As a result of your experience, what challenges do you think our teacher
education programmes face at the moment?
a) As usual, the improvement of the English language
standards.
b) The integration of modern technologies into the
classroom setting.
c) The challenge to integrate more native speakers
into the teaching programs.
d) The challenge for trainers to integrate innovative
practices in their teaching.
e) The challenge for trainers to advance to more
research based approaches to shed light into their teaching/training.
From your experience as a language teacher, how do you think we could
improve better results in language learning in our students?
a) Pre-service teachers should be
equipped with the knowledge and skills to handle classroom management issues,
particularly discipline problems. This should be a top priority in teacher
training programs.
b) The
use of learning strategies that foster interaction should be a priority (pair
work, small group work, task-based activities).
c)
Non-conventional learning strategies that involve contact with the community
(project-based learning, problem-based learning, service learning) are good
option; they contribute to the development of various skills such as social and
research skills, as well as higher order thinking skills. These strategies
involve interaction and reporting which should benefit language acquisition.
d) L2
exposure should always be highlighted among learners. Current ICT´s are an
excellent source.
e) Becoming
used to authentic materials (reading/listening) is also important, starting in
the early stages of the learning process.
f) Making
the learning to be meaningful based on our own reality, experiences, way of
living, etc.
g.) As usual, the improvement of the English language standards.
h) The integration of modern technologies
into the classroom setting.
i) The challenge to integrate more native
speakers into the teaching programs.
j) The challenge for trainers to integrate
innovative practices in their teaching.
k) To forget about the “way” they learned
at school and be prepared to have their own one.
In the light of your own experience as teacher trainer, what would you
say to those who have recently started working in teacher education?
Regardless of the type of
curriculum (Competence-based, Content-based or other) teacher trainers should
a) think
of themselves as “facilitators” of learning, not as mere instructors.
b) think
of themselves as reflective practitioners and model their own teaching
practices.
c)
consider the “particularity” of their teaching context (learner´s interests,
socio-economic & cultural background, learning styles, infrastructure &
equipment, etc.)
d) think
about how “meaningful” their teaching is for the prospective teachers.
e) be
selective with regard to teaching/learning strategies implemented. Most useful
and modern methods & approaches should be the selective criteria.
f) make
an effort to using authentic materials since the early stages of the learning
process. The use of English textbooks should be assessed and/or questioned.
