At the beginning, TTD was mostly responsible for the Recruitment and Selection (R/S) of LIA’s candidate teachers and the pre-service training (LIA TEFL – LIA Teaching of English as a Foreign Language) for LIA’s teacher trainees. In the course of time, it has broadened its scope of work by designing and conducting in-service trainings to meet the development and trends of English Language Teaching and the increasing variety of programs offered by the institution. Other in-service and customized trainings were also designed and carried out for LIA’s various academic positions (materials & test writers, academic supervisors and curriculum designers). Aside from that, TTD also assists and collaborates with other academic sub-directorates in conducting teaching quality assurance and teacher mentoring, in developing needs assessment, curriculum design, materials & tests for LIA’s language programs.

With over 1000 teachers and academic staff spread out in LIA’s more than 50 outlets across Indonesia, serving over 60.000 students, teacher development programs designed and conducted by TTD plays a significant role in setting the course of English language teaching and learning in the country. This perception has lead to the conception of TTD’s vision and mission:

• To be an English Language Teaching (ELT) training center in Indonesia by offering quality teacher training and development programs.

To achieve its vision and mission, TTD organizes events, develop programs and conducts trainings involving LIA experts as well as those from other institutions in the country and abroad, all aimed at developing passion for teaching.

Photo gallery

Wednesday Sharing Session:

• Jogja photogallery

WSS updates:

WSS on World Englishes

Jakarta, December 2 2009.

In relation to the upcoming LIA International Conference , Teacher Training and Development sub Directorate of LBPP LIA conducted a sharing program on World Englishes. The Sharing Program featured four presenters carrying out the topics related to world Englishes. The featured presenters were Jusnidar Rahman, Endang Gultom, Sonny Soentanto, and Gloria Kismadi. They represented the well-known experts of World Englishes such as Andy Kirkpatric,  David Crystal, Jennifer Jenkinsz, Larry Smith, and Yamuna Kachru. The topics discussed were:

English as a Global Language (David Crystal), presented by Jusnidar Rachman
World Englishes (Andy Kirkpatrick), presented by Endang Gultom
World English vs. World Englishes (Jennifer Jenkinsz), presented by Sonny Soentanto]
Cultures, Contexts, and World Englishes (Yamuna Kachru and Larry Smith), presented by Gloria Kismadi

Teaching Language Skills to Young Learners Through Cooperative Learning

Jakarta, July 28, 2010

The recent Wednesday sharing session featured a presentation from Ms. Maria Florentina Palar, a teacher from LIA Bogor Pakuan. The two hour session covered the how to implement Cooperative Learning in EC classes. Some of the activities were Round Robin, Numbered Heads, Jigsaw Reading, Think Pair Share, Autobio Poem, Card Game and Scrap book. We had a lot of fun we enjoyed the session very much.

WSS in flash

CALL FOR PAPERS

I. FOREWORD

LBPP LIA has been empowering teachers with classroom action research  since 2007 and has held three LIA Research Colloquiums in three different places: Jakarta, Bali and Yogyakarta   consecutively. Unlike the previous three LIA Research Colloquia, where teachers from all sixty outlets in eighteen provinces, were able to gather in one place while exchanging ideas, this year LIA Research Colloquium is conducted differently. The teachers-researchers will be given some time to conduct the CAR and submit the full papers to the committee. The papers will not be presented in a formal gathering.

This year’s LIA Research theme is:

Classroom Action Research: Responding to Continuous Changes in Professional Development

To continuously respond to the changes in the professional development, LBPP LIA kindly invites LIA and *[1]Non-LIA teachers-researchers to conduct CAR and submit their full papers. We are convinced that the CAR competition is powerful media to maintain the spirit of classroom action research leading to the betterment of teaching and learning process.

II. AIMS

The aims of the CAR competition are:

- To provide media for keeping the spirit of conducting classroom action research
- To enrich teachers-researchers with the latest findings in maximizing effective teaching.
- To provide academic recognition in the world of ELT

III. TOPIC AREAS

The main strands of the topic areas :

- Using technology in the classroom
- Language teaching methodology
- Classroom management
- Handling students with special needs
- Dealing with mixed-ability classes

IV. CRITERIA FOR ACCEPTANCE

- The CAR conducted individually.
- The full paper submitted to the committee never been published either in the previous LIA Colloquium Journals or   in any other publication media
- The CAR conducted recently (from the period of January 2010 – August 2010).
- The CAR conducted in English teaching and learning setting in Indonesia

V. PROCEEDINGS GUIDELINES

1. OUTLINE

- Title
- Name & Institution
- Abstract
- Background
- Theoretical Framework
- Data Analysis
- Result & Discussion
- Conclusion
- References
- Appendix

2. TECHNICALITIES:

- Title of paper (16 pt Arial, Bold, Align text to the left)
– Content of paper :Headings (14pt, Arial, Bold)
- The paragraphs should be single space, left justified (i.e. with no indent). Text should be in Arial 12pt.  Use the    same type font and size throughout.  Do not use page numbering anywhere in this manuscript.
– Allow a one-inch margin all around the border and an empty single space between each paragraph. In other  words, do not fuse the paragraphs together.
– References (14pt, Arial, Bold), (APA style)

Dolog, P., Schaefer, M. (2005). A Framework for Browsing and Manipulating and Maintaining Interoperable Learner Profiles, Proc. of UM2005 – 10th International Conference on User Modeling, July, 2005, Edinburgh, UK. Springer Verlag.

Cheetham, G. & Chivers, G. (2005). Professions, Competence and Informal Learning, Cheltenham: Edward Elgar Publishing.

Deerwester, S., Dumais, S.T., Furnas, G. W., Landauer, T. and Harshman, R. (1990).Indexing by latent semantic analysis. Journal of the American Society for Information Science, vol. 41, 391-407.

IMS Global Learning Consortium (2005). IMS ePortfolios Specification. Retrieved 1st of July, 2006 from http://www.imsglobal.org/ep/index.html

VI. FULL-PAPER SUBMISSION:

Full-paper (soft-copy) to be submitted to: secretariat@liaconferences.com in PDF file.
The deadline is on November 15, 2010. Any paper submitted after the deadline will not be included in the selection process but might be published in the 4^th LIA Research Journal.

VII. EVALUATION CRITERIA:

The committee will evaluate all of the incoming full-papers on their relevance to the theme, aims and topic areas. The best papers will be considered based on the clear and complete elaboration of the following aspects:

-The inquiry or the problem of the research (clear limitations)
-The preliminary data supporting the inquiry/problems
-The action or treatment conducted in the research
-The data collection and data analysis
-The results of the research
-The recommendation

VIII.    ANNOUNCEMENT

The best papers are to be announced on   December 15, 2010.

PRIZES

- First Winner: Laptop
– Second Winner: Netbook
– Third Winner:  Netbook
– Ten Consolation Prizes

IX.    COPYRIGHT/PUBLICATION OF PAPERS

The committee reserves the copyright over all papers submitted to the committee.

Secretariat:

Quality Control Sub-Directorate,
LBPP LIA Pusat, 5^th Floor, Jl. Pengadegan Timur Raya No. 3, Pancoran Jakarta Selatan, 12770.

Telephone: 021-7943526 ext. 529, Fax: 7948702

Contact Persons:

Abdul Muis    : 0818147770                                      Nelmi Nasution: 08128258276

Suyono            : 08176535723                                    Toto Endroyono:08561102683

SEIZE THE OPPORTUNITY

AND WIN THE LAPTOP/NETBOOKS!

NOTE:

Procedure for Non-LIA teachers-researchers:

- Fill out the online registration form
- Submit it via email to secretariat@liaconferences.com
- Pay the registration fee of Rp. 100,000,- ( one hundrend thousand rupiahs) to

Bank Bukopin

LBPP LIA Pusat

Account Number: 1013526016

- Submit your full-paper as requested together with the payment slip.

*[1] See the note

RATIONALE

LIA is celebrating its 50 years of teaching English amidst considerations that are being raised in the current context of English language teaching. LIA started out with Audio-Lingual teaching practices, which, at that time, seemed to be the most common approach. In the process, as new methods and practices came about, LIA has explored and adopted new teaching practices to optimize language learning.

Today, English has become the language for communication spoken by native and non-native speakers worldwide. The tremendous demands for the use of English in the 21st century have forced language teaching experts and professionals to look into other concerns besides language teaching and learning alone but language teaching and learning in different settings, cultures, and linguistic backgrounds. The profession of English language teaching today has to examine the pros and cons that deal with considerations of World English or World Englishes, English as an International Language, and acceptable standards that should be applied.

To keep abreast with what language teaching experts are concerned with, LIA International Conference 2010 hopes to provide a platform for language teaching experts and professionals to bring in and share new insights, current considerations and problems that impact on language teaching and learning in all of its aspects: linguistic, social, and cultural. LIA hopes that with this kind of dialog, the conference will bring about a better understanding and greater tolerance and acceptance of the differences in communication among world cultures.

AIMS

LIA International Conference 2010 has the following aims:

- To deepen the understanding of current issues related to English Language teaching and learning in today’s world:
World English and World Englishes
Language Standards and Standard Language

- To provide a forum where ELT practitioners and experts share new insights and experience in ELT amidst the      above streams

- To explore the impacts of the above on teaching beliefs and classroom practices

- To look into Indonesia’s position in ELT with regard to the above issues

AUDIENCE

The conference will draw together:

- Experts, teachers, teacher trainers, materials & test writers, curriculum designers, school administrators, student teachers, stake holders and other interested parties in the area of English Language Teaching.

- Educators and sponsors interested in supporting language education.

- ELT related institutions (e.g. book publishers, distributors and representatives).

SPEAKERS

Traditionally, LIA has been able to bring in renowned and reputable personalities as featured speakers. LIA International Conference 2010 will attempt to maintain this proud tradition. Invited speakers representing world cultures – experts, researchers, professionals – taking part in the conference, among others, include:

Andy Kirkpatrick, Hongkong	Duong Thi Hoang Oanh, Vietnam	Willy Renandya, Singapore	Joseph Foley, Thailand
Alastair Pennycook, Australia	Chan Yue Weng, Singapore	Jeon Jihyeon, South Korea	Gloria Kismadi, Indonesia
Marc Helgesen, Japan

PROGRAM OVERVIEW

The conference will be held for two and half consecutive days. Plenary and split plenary sessions will be conducted each day prior to or followed by concurrent sessions.

Highlights of LIA International Conference include:

- Culture Class is a concurrent session in the form of cultural sessions from participating countries (represented by participants) taking place outdoors in the gardens of the hotel’s vast landscape.

- Conference World Festival, a dinner party by the beach, highlighted by unique Balinese Gong musical performance as well as world cultural performance from representatives of participating regions in Indonesia and other countries

Click here to view Program Rundown

TOPIC AREAS

Topic areas focus on the implications of World Englishes in the teaching and learning of English in different countries with various cultural background. The conference committee wishes to raise related issues such as teacher development, curriculum, syllabus and materials development, assessment, learners’ cultural background, language teaching approaches and methodologies.

Download prompts for topic areas.

Click here to see PROCEEDINGS GUIDELINES

TYPES OF CONCURRENT SESSIONS

1. Demonstrations

2. Dynamic Circular Discussions

3. Papers

4. Workshops

5. Culture class

View Types of Concurrent Sessions

08:00-09:00    Registration

09:00-10:00    Plenary 1

10:00-10:30    Coffee Break

10:30-11:30    Plenary 2 & Plenary 3

12:00-13:00    Lunch

13:00-14:30    Plenary 4 & Plenary 5

14:30-15:00    Coffee Break

15:00-16:00    Plenary 6 & Plenary 7

16:00-17:00    Plenary 8 & Plenary 9

17:00-18:30    Free Program

18:30-21:00    Conference World Festival Dinner

Dinner, Balinese Dance and Banjar (live Balinese traditional music accompanying dance performance), Cultural Exchange Performance

DAY 2
Thursday, 29 April, 2010

08:30-09:30    Paper & Demo

09:45-10:45    Paper & Demo

10:45-11:00    Coffee Break

11:00-12:00    Paper & Demo

12:00-13:00    Lunch

13:00-14:00    Dynamic Circular Discussion

14:00-14:30    Coffee Break

15:00-16:00    Dynamic Circular Discussion

DAY 3
Friday, 30 April, 2010

08:30-09:30    Plenary 12 + 13

09:30-10:00    Free Program: Door Prize/ Fillers/ Performances

10:00-10:30    Coffee Break

10:30-12:00    Debate

12:00-13:00    Closing + Lunch

Note: (This is subject to change)

Atun: In my opinion, each language has their variety

Roundtable Moderator: That is true, Phan Quang.  David Crystal’s study showed that there are 4 times more non-native users of English than native users.

Chen Xiaoju 2: Hello, nice to meet you all. My opinion is to teach standard world English. The major problem is to get to know the authentic English in a non-English environment. Sometimes we have to create our ”Englishes” which bear a lot of ”Local” features.

Phan A Quang : I couldnot agree more

Dzung: I had experiences with English of people from different countries. So I ask my students to expose themselves to various English as much as possible by direct contacts, travelling, cable TV, internet. Standard English will become useless if people can’t understand you.

hafilia ismanto: The idea of World englishes, when I talk to my students, is that lots of people in the world use Englsih and it doesn’t have to be perfect.It encourages & motivates students use the language even if they do not master it well.

Roundtable Moderator: I think that it is important to teach the culture of the English speaking countries so that students have an idea of why certain features and forms of the language exist.  What do you all think?

Roundtable Moderator 2: Good point, hafilia ismanto!

Phan A Quang : agreed

hafilia ismanto: Agree w/ moderator 2. My experience has taught me that..we may speak the language but still think like locals.  So…it’s kind of speak globally…think locally.

Roundtable Moderator: It seems from our poll that 68% of you think we should focus on a standard English rather than on World Englishes.

Chen Xiaoju 2: English slang and idioms  have become the most difficult part of the language. It seems that we can never fully understand them.

Dzung: I agree. I often push my students to travel to surrounding countries to see how English is used there and how their English is understood.

Atun: I agree that we also have to introduce the culture if the English speaking countries since language and culture can’t be separated.

Phan A Quang : learning about the cultures of the English speaking country is a must

Chen Xiaoju 2: I agree. We should try to teach/speak standard English.

Leena: hello everyone… i am tourism teacher… in this area the english is commonly using as commucation tools, do not take attention much in how good english actually…

Phan A Quang : as language is affected and valued by cultures

Phan A Quang : as language is affected and valued by cultures

Dzung: Quang, it’s not only a must. to me, it’s also fun and I am trying to transfer it to my learners.

Roundtable Moderator: How do you make that transfer with your students, Dzung?

Roundtable Moderator 2: It’s also important to have a good understanding of one’s own culture, and be able to articulate well when communicating in English.  After all, communication is about two sides so it’s equally important to learn about the English cultures, as well as your own culture.

Atun: Yes. Let the students learn the standard, first so later on, yhey won’t ”get lost” when they have to produce a standard English in a certain condition.

Doan Ba Ngoc: I have some questions to all:

Roundtable Moderator 2: Pl

Doan Ba Ngoc: What is Standard English? Who speak this Standard? and Who are native speakers?

Roundtable Moderator: Please ask your questions, Doan Ba Ngoc.

Atun: I couldn’t agree more (moderator 2)

hafilia ismanto: Yes, leena…the ideais that communication takes place & messages are understood. This is very very much the case when you are teaching ESP. What do you want? Good grammar but no one understands?? Better pigeon English but everybody understands and you get what you want. But …my question…

Dzung: English is a means for my students to convey their culture and opinions to the others who can’t speak their monther tongue.

Atun: Well, Doan. I think there are British and American English as the standard.

Khuc Thien Nhi: I’m a student. I usually hear ”May I go out?” in the situation of asking for getting out of a room. But few days ago, an American said that it was wrong with native speaker. I wonder if anybody has ever been in this case.

Phan A Quang : Hi Atun. As far as I know, even in the US and Britain, there are many varieties of English

Leena: doan, ur right… nowadays in every country which english isnt their national language, the most important thing only how to transfer the idea.. when someone can understand what you means, thats the point..

Chen Xiaoju 2: To my mind, the RP (pronunciation), correct grammar, word choice are all elements of standard English.

Roundtable Moderator: Khuc Thien Nhi, I am an American and have often asked, May I go out? if I wanted to leave a room and needed permission.  What did the American say you should say instead?

Atun: Hi Khuc, did the native speaker tell you why it was wrong?

Dzung: In my opinion, Standard English is the one used in international tests such as Toefl, Toeic, IELTS.

Khuc Thien Nhi: He suggested me saying ”May I be excused?”

Roundtable Moderator: Although Chen Xiaoju, even the British do not focus on RP any more.  The BBC now allows other forms of pronunciation (Scottish, Irish, etc.)

hafilia ismanto: My question is…some people judge others by the ”level of proficiency”…so back again which level of world englishes can be acceptable? The American / British? The one who said ”May I go out” is not common for native speakers?

Roundtable Moderator 2: So is May i go out kind of learner English?  How about learners say, ”

Roundtable Moderator 2: ”

Khuc Thien Nhi: I completely agree with Leena.

Atun: Hi Phan, that’s right. But, when we talk about the standard English, we have to refer to the English which is commonly used by the native. what do you tnik?

Roundtable Moderator: Khuc Thien Nhi, then that is a matter of formal vs informal.  Both forms are correct.

Atun: I think so, RM (Roundtable Moderator)

Leena: for academic purpose dzung.. for the others purpose, communication for example.. we dont need much about standard.. or anykind of it..

Roundtable Moderator: I agree with Atun that standard English is that English used by the native speakers.

Phan A Quang : I agreed Atun.

Khuc Thien Nhi: He said ”May I go out?” was used to asking for going out of a house or a building.

Biljana: Since our students will more often speak with non-native speakers of English, I think that we should include different variants of English in our teaching, and not only stick to British or American English

Phan A Quang : Hi RM i think it should be ‘ by the mojority of native speakers’

Roundtable Moderator: Good point, Phan Quang.

Atun: Woow, Khuc..I’ve never read such information in grammar books or dictionaries.

Roundtable Moderator 2: It’s really hard to have our students learn the real standard world English.   consciouly or not, as language learners, we keep embedding our own cultural characteristics in English.

Dzung: I agree, Leena. When I was in Italy. Italian people could understand my English, but not English of English people who were working there. You know why. I have been a English learner so I know how to convey my ideas clearly. But these Englsih people at the time thought their English was native enough so if we didn’t understand, it’s our fault.

Roundtable Moderator: Atun, there are differences between formal English and informal English, between polite English and impolite English, between colloquial and non-colloquial English.  There are regional dialects and differences as well.

jusnidar 2: Do you think we, Indonesians, would have our English one day?

Dzung: Why not, Jusnidar?

hafilia ismanto: TOEIC, TOEFL, IELTS I’d like to know…from those who agreed that we focus on world Englishes…what exactly are the characteristics of ”world Englishes” that you are thinking of?

John Scacco: Re: Which version to learn, I always tell my students (or told, since I don’t have many now!) to learn one version of English.  The differences between British, American, Australian, etc. are really quite small.  With 1,000,000 words in the English vocabulary, we need to keep this as simple as possible!

Phan A Quang : I think there will be

Atun: Absolutely, RM. What makes  me wonder is the explanation sounds weird to me..Maybe, that because I haven’t read other references.

Leena 2: english doesnt belong to one country… every country can has english.. some friends have realized about it earlier jusnidar..

Roundtable Moderator: Jusnidar, there is already an Indonesian English.

Dzung: John, if I were you, I would teach all versions.

Leena 2: yes RM.. Indonesian english, american english, sngaporean english…

Phan A Quang : Hi Dzung, hopefully we can

Atun: Teach all versions, Dzung??? Don’t you think that your students will get confused??

Chen Xiaoju 2: But in China, we regard Chinese English ”Chinglish” as unacceptable. Sorry to say so.

Roundtable Moderator 2: I think for language teachers, we need to set realistic goals for our students.  Shall we make a difference for beginning ones and more advanced ones?  Like, only to get the meaning cross or, to be able to communicate appropriately and eloquently?

Phanisara: Words are powerful. Sometimes only ”standard” English might not convey exact same messages and thoughts to the local people.

Roundtable Moderator: Chen Xiaoju, that is becaue Chinglish is more bad translation than it is Chinese English.

Biljana: we cannot teach all the variants, but we should expose our students to different variants, for example when we do listening exercises

Leena 2: everybody, tell me, why we should have and focused to a standard world english? do it is really needed?

Phan A Quang : Sorry why?

Phan A Quang : Hi Leena, to some extent

Roundtable Moderator 2: Chen Xiaoju, can you open the light is Chinglish, while Time flies! Long time no see! is Chinese English.

Roundtable Moderator: Phan Quang, I am sorry I lost why you were asking why.

Dzung: Different English versions make English attractive to teach and to learn, I think. I had to teach one version only, I would quit my job as an English teacher.

Dzung: Leena, we focus on standard English to get Toefl score.

Phan A Quang : as you see, most course books are written in American and British English

Khuc Thien Nhi: And in another situation, a friend of my friend from Australia said that ”make up” was just a noun, not a verb when I used it as a verb like in dictionary, and he advised me to correct my use of it. I would like here to get more information from you all. Thanks.

Phan A Quang : sorry mistake in typing

Atun: @ RM2: the goal of teaching English is to make our students to communicative appropriately. How they get the meaning across while conversing is another subject: it’s about strategies to communicate.

Leena 2: i said it earlier dear.. that is only for academic purpose.. but how bout others field..

jusnidar 2: Ok, if that is the case, then we should promote our  learners’ confidence in using English no matter whether they have some problem areas e.g. phonology or diction that is often influenced by their cultural background. What do you think?

Biljana: Atun, I agree, the most important thing is to be able to convey a message, to be able to communicate

Roundtable Moderator: Ping (RM2), I have to disagree and say that ”Long time no see” is not just Chinese English.  We use that in the U.S. as well and it came to us from the American Indians.

Roundtable Moderator 2: Damon, I see you point.  I guess it’s just that Chinese happen to greet people the same way as American Indians in that case.

Atun: @ Leena: other field??you mean ESP??

Biljana: Yes, I know that expression, and I am not from China

Phan A Quang : I think ‘long time no see’ is common in Vietnam too esp. in informal contexts

Phanisara: I like the idea of exposure. Why not the win win situation.  Students can learn standard English and also aware of some world englishes that will be useful for them to sometimes use.

Phanisara: I like the idea of exposure. Why not the win win situation.  Students can learn standard English and also aware of some world englishes that will be useful for them to sometimes use.

Dzung: Leena, in other fields, I think vocabulary is more important. Each field has its own technical terms and I don’t think they are standard English.

hafilia ismanto: Indonesian English, american english, Phillipino English…my point exactly…all these people have been taught standard English (since the idea of world Englishes is something recent) BUT..still they speak English influenced by their culture (language, way of thinking) an all.  So, I think no matter what standard English we learn or teach, to some extend…as non native speakers of English, we eill somehow speak Indonesian/ Chinese/ Thai… English! Comments??

Roundtable Moderator: Great idea, Nina (Phanisara).

Leena 2: dzung, in vocational school english also has TOEIC. for working.. but in 14 years teaching, i have found out, that the students who can do communication in english (no matter mix with their culture grammar) can get score more than 500..

Roundtable Moderator: I believe that if a student learns standard English, they will be able to cope with other Englishes when they enounter them.

Chen Xiaoju 2: If an expression is well accepted by English native speakers, I think it has become ”standard” English no matter where it originates.

Atun: I do agree with you, RM

Roundtable Moderator 2: Good point hafilia ismanto.

Roundtable Moderator: That is true, Chen Xiaoju.  Take the example, ”My Bad” which is very poor grammar, but it now used by many Americans including President Obama.

Dzung: I already spent years teaching my students Standard English. Then the language is changing and is adapted quickly. I get tired of answering my students’ questions about why, why and why. So the idea of world Englishes came to my mind.

Leena 2: yes hafilia.. u r absolutely right.. the of teaching englis is how to encourage our students in using english confidently.. without thingking about the grammar mistake or prononciation slip..

Atun: I’m all for it, Leena & Bu Hafil..:)

Biljana: but you do need grammar for tests like TOEFL

Roundtable Moderator: Everyone, I cannot believe that our hour is just about up.  Thank you for this great discussion today.  Do you have any suggestions for our next discussion in September?  We will take August off as a break.

Phan A Quang : I strongly agree with Leena

Phanisara: Great input, Leena.  To understand Englishes is to understand other cultures.  Students gain better scores because they understand better the varities of language use.

Biljana: Blended learning

hafilia ismanto: How about mixed ability classes? I’m sure we all have had the ”FUN” handling those types of claasess & Students

jusnidar 2: What about ”Post Method Era” in September?

Atun: suggestion: what if you pick a topic which is related to the latest method of TEFL??

Roundtable Moderator 2: Our next webchat will be in September.  Have any suggestions for the topic?

Leena 2: i go with hafilia.. thats a very good topic..

Phanisara: Interesting, Biljana. ”Blended”–

Atun: another suggestion: Teaching English to Young Learners (TEYL). It’s not easy to find references on TEYL since research on this matter is still limited.

hafilia ismanto: One more thing, hope we all realize that WE ALL HAVE BEEN USING WORLD ENGLISHES during our RT discussion.  Nice to meet you all, eventhough in cyber. Hope to hear from you again soon…signing off

Roundtable Moderator: Atun, if you want the latest method you should refer to Jusindar’s suggestion of the post-method era

Biljana: we can talk about that, about using technology in the classroom

Dzung: Post- method era sounds interesting

Atun: Ok, then. Nice talking with you all…Looking forward to hearing from you..see you..

jusnidar 2: Thank you so much, we enjoyed the chat. :)

Roundtable Moderator: We will see you all on September 8th for our next Roundtable Chat.  Thank you, everyone!!!

Biljana: nice talking to you all, greetings from serbia

Phan A Quang : Thanks all. Have a nice day!

Roundtable Moderator 2: Thank you all for joining us today!  We’ll keep you tuned about our future rountable chats!

Leena 2: thank u, nice chat.. we were in world englishes.. see u all next chat… bye…

Chen Xiaoju 2: Thank you all.Bye.

Dzung: See you all again.

Biljana: Thank you all! Bye & all the best

Phanisara: Thank you.  Bye for now.  See you all next time.

VALID ONLY FOR BOOKING THROUGH COMMITTEE

Special rates effective from April 25 – May 2, 2010

Official Hotel and Venue for LIA International Conference 2010:

SANUR BEACH BALI

Aerowisata Hotel & Resorts

Garuda Indonesia Group

Jl. Danau Tamblingan, PO BOX 3279 Denpasar 80032, Bali, Indonesia

Please contact Satriavi Leisure Management (arief@satriavi.co.id / indah@aerowisata.com) for other information on travel & accommodation related services.

SANUR BEACH BALI * * * * * (International/Non-KIMS holders)

SANUR BEACH BALI * * * * * (Indonesian/-KIMS holders)

The hotel rates are net, inclusive of:

- American BREAKFAST
- Pick up service to & from airport-hotel
- VAT (1%)

Single Occupancy

Indonesians/KIMS holders

- Superior or Deluxe Garden View: IDR. 790,000 room/nite/PAX (type of room based on availability during check in)
- Deluxe Sea View: IDR. 990,000 room/nite/PAX
- Suite Room: IDR. 1,950,000 room/nite/PAX

International/Non KIMS holders

- Superior/Deluxe Garden View: US$ 97.00 room/nite/PAX (type of room based on availability during check in)
- Deluxe Sea View: US$ 127.00 room/nite/PAX
- Suite Room: US$ 213.00 room/nite/PAX

Twin Share

Indonesians/KIMS holders

- Superior/Deluxe Garden View: IDR. 440,000 room/nite/PAX (type of room based on availability during check in)
- Deluxe Sea View: IDR. 540,000 room/nite/PAX
- Suite Room: IDR. 1,050,000 room/nite/PAX

International/Non KIMS holders

- Superior/Deluxe Garden View: US$ 54.00 room/nite/PAX (type of room based on availability during check in)
- Deluxe Sea View: US$ 69.00 room/nite/PAX
- Suite Room: US$ 112.00 room/nite/PAX

OTHER PARTICIPATING HOTELS

The hotel rates are net, inclusive of:

- American BREAKFAST
- Pick up service to & from airport-hotel
- Shuttle to & from hotel-conference venue
- VAT (1%)

SANUR PARADISE * * * * (INDONESIANS/KIMS HOLDERS ONLY)

Jl. Hang Tuah 46 (Off the Ngurah Rai Bypass)
Sanur 80228, Bali, Indonesia
(5-minute drive to Sanur shopping area and swimming beach, 4 minute walk to Sanur Beach)

Single Occupancy

- Superior : IDR. 740.000 room/nite/PAX

Twin Share

- Superior : IDR. 435.000 room/nite/PAX

PARIGATA RESORT & SPA * * * (INDONESIANS/KIMS HOLDERS ONLY)

Jalan Danau Tamblingan No. 87
Sanur P.O. Box 3708, DPS., Bali, Indonesia
(a short walk to the beach promenade along the Coast walk of Sanur)

Single Occupancy

- Superior : IDR. 740.000 room/nite/PAX

Twin Share

- Superior : IDR. 435.000 room/nite/PAX

1. Teacher Development

a. What are the benefits of non-native teachers in teaching World English/ World Englishes?
b. How do language teachers enhance their professionalism in response to their own language standard?
c. How can teachers make the best use of electronic media, including English language corpora?
d. How can teachers bring in media into the classroom to encourage their students to become independent learners?
e. How do teachers equip themselves to deal with global concerns—human rights, environment, peace, etc.—in ELT?

2. Curriculum, syllabus and materials development

f. In what way do these concerns affect the curriculum and syllabus design?
g. How do these issues affect the development of instructional materials?
h. What are the implications of these issues on an international-based curriculum?
i. How does the international-based curriculum impact on teaching and learning?

3. Assessment

j. How do these issues influence assessment design?
k. What standards are used in assessing students’ language competence?
l. How do these issues impact on the implementation of alternative assessments?

4. Cultural Issues

m. How do teachers accommodate learners’ different cultural backgrounds?
n. How do teachers authenticate cultural practices in the classroom?
o. How do teachers bring out the cultures that underlie the varieties of the target
language?

5. Foreign language teaching policies

p. Which standards should be adopted in schools?
q. Which course book – locally or internationally published – should be used?

6. Approaches and methods

r. How do these issues influence the choices of approaches and methods that
promote language learning and language acquisition?
s. How do these issues impact on learners’ language acquisition?

Demonstration (50 minutes):

Shows, rather than tells, a technique for teaching. The presenter should spend no more than 5 minutes explaining the theory underlying the technique.
Handouts and audiovisual aids are encouraged.

Dynamic Circular Discussion (3 X 30 minutes):

Three presenters share their researches or papers at three different tables. The duration for one discussion is 30 minutes (10 minutes presentation and 20 minutes discussion). After 30 minutes the presenters need to present the same material at other tables with different audience. Handouts are encouraged.

Some comments on DCD:

A lot of techniques and information on critical thinking skills and how to apply it in the class. Designing tests and test specification from Dr Chan is also beneficial.

In small groups, participants will have more chances to ask questions, explanations and understand the techniques more.

Paper (50 minutes):

An oral summary, with occasional reference to notes or a text, that discusses the presenters’ work in relation to theory and/or practice. Handouts and audiovisual aids are encouraged.

Workshop (1 hour 30 minutes):

A carefully structured, hands-on activity. The leader helps participants solve a problem or develop a specific teaching technique. Handouts and audiovisual aids are encouraged. The duration includes the Q&A session (15 minutes)

Culture Class (50 minutes)

It is a demonstration on specific activity from the presenter’s own/ other culture (for instance origami/ ikebana from Japan; Tai Chi from China; Batik making from Indonesia). The presenter should spend 50 minutes demonstrating and involving participants to do the activities. Props and other aids are encouraged.