Ms. T.H.S.N.de Silva

In-Service Advisor (English)

Zonal Education Office , Negambo.

Paper presented at the Second Conference on

Bilingual Education (From 23 - 24 June, 2016

Education Leadership Development Center, Meepae)

Key words

bilingual teachers, needs analysis

professional needs,

CLIL

BE teachers’ /Special Role and CLIL

In Service Teacher Training

Selection of the teachers

Action Plan & number of programmes

Planning and implementing

programmes

To recognize professional needs of

the BE teachers

To plan future training

programmes in more

accessible,successful and useful

manner

The target population of this

study , 38 bilingual teachers,

two ISAs and two subject

ADEs of Western Province

were randomly selected.

Need analysis

Informal / task based , small scale.

Data collection instruments

Reflective notes

Semi-stuctured interviews

Quantitative and qualitative

analysis was done.

Tables

Pie charts

First the content of the reflective notes were analysed under the following.

Notes written before the workshop /after the workshop

Before the workshop-

( The Strengths of the teachers/problems or uncertainities/needs or expectations )

After the workshop - / the impact and future needs

sample Area selected

ISAs

- One science

ISA

- One maths

ISA

CLIL- familiarity

Observing BE

teachers

Guiding BE teachers

Attending BE

training sessions

Reasons

None of them were aware of CLIL

No positive response was received for the area except regarding observing teachers –only the science ISA has observed BE teachers

sample Area Selected

Two ADEs-

science and

maths

Programmes targetted at BE

teachers under their subject

Programmes targetted at BE

learners under their subjects

CLIL

Attending BE teacher

training programmes

Maths Science

Student/teacher based programmes- included in English action plan.

No time to attend CLIL training programmes

Haven’t heard or seen the model CLIL lesson

Student/teacher based programmes- included in English action plan.

Invited ,but couldn’t attend.

Has seen a copy of the model CLIL lesson plan

Knows the content and observes teachers

Strengths Expectations

To know about CLIL 12

To find some easy methods to teach vocabulary

08

To know how to improve students’ writing

05

To know how to plan and implement CLIL lessons

17

To know what BE is 01

A method to cover the syllabus parallel with L1 teachers

06

Before the workshop

ExpectationsAfter the workshop

Doubts clarified/achievements

59.1826.53

2

12.24

CLIL

Language

teaching

methods

BE

Time Mgt.

18.57

31.4241.42

7.14 1.42

How to use

L1/L2

BE tr's role

CLIL

Lang.teach

ing

MethodsBE is not

ME

Doubts-Before the workshop

After the workshop-clarified doubts /achievements

28.94

50

10.52

10.52 use of

L1/L2

BE tr.'s

role

Selecting

SS

Attendin

g Tt.Pro

uncertainities Problems...

Regarding the use of L1/L2

11

Regarding BEteacher’s role

19

Regarding selection of students for BE

04

Regardingattending to teacher training programmes

04

L2 competency of the teacher

13

Methodology 05

Poor language skills of the students

10

Covering the syllabus

07

Lack of Subject specialised knowledge

03

Before the workshop

Expectations

After the training- Needs

26.31

14.03

28.07

8.77

22.8

Teacher's

Guide

Assistance

from ISAs

Further CLIL

Ttr.

Demo. On

CLIL

Improving

Trs'L2

Clarifying doubts/fulfilling expectations

Future Needs

Use of L1/L2 13

BE teacher’s role 22

CLIL lesson planning

29

Improving students’vocabulary

05

BE is not EM 01

Teacher’s guideDesigned for BE teachers 15

Assistance from ISAs

08

Further training on CLIL different subjects

16

Demonstrationlessons on CLIL in real classrooms

05

Training to improve teachers’L2 competency

13

1.Future training needs

2.Needs in relation to resources

3.Interaction among subject ADEs , ISAs ,

BE co-ordinators and BE teachers.

4.Need of awareness programmes on CLIL for

subject ISAs and ADEs .

5.Inclusion of programmes targetting BE

teachers in the action plans.

1.Improving both English Language and CLIL competencies of BE teachers .2. A specific mentoring and monitoring process for the BE teachers.3.Designing resources for the needs of BE teachers4. Strengthening the co-ordination between the BE coordinators and the subject ADEs .5.Inclusion of sufficient number of teacher based and student based activities for BE in the action plan.6.Providing guidance and assistance to BE teachers through ISAs.

Doing Needs anaysis in large scale.