Invited by UNESCO and Charles Darvvin University to present on the challenges, solutions, and successes surrounding English teacher training in Timor-Leste.

1. English Language Teacher
Training in Timor-Leste:
Challenges, Solutions, and Successes
Staci Hauschild
English Language Fellow, United States Department of State
Mark Juba
Director, Lorosa’e English Language Institute
Bernardete Luan
Coordinator, English Department, Dili Institute of Technology

3. Course Overview
• Workshops
—with English Language Fellow
• Teacher Observations
—of CELTA-certified LELI teachers
• Practice Teaching
—to U.S. Embassy Micro-scholarship students

4. Teacher Survey Results
The majority of teachers said that they…
• use photocopies during class.
• share resources with colleagues.
• follow institutionally-mandated syllabi.
Some teachers also said that they…
• have textbooks.
• show pictures during class.
• use computers and overhead projectors.

5. • language deficiencies among teachers
• inability to understand / use existing
teaching resources correctly
• little knowledge of communicative teaching
methods to support critical thinking
Identified Problems Among Teachers

6. Identified Problems Among Teachers
• reluctance to try new ideas and skepticism of
student-centered teaching
▫ uncomfortable explaining information / activities
▫ fear of losing control of class
▫ uncomfortable giving up authoritative position

7. CELTA Teacher Observations
Participants…
• completed pre-, during-, and post- observation
exercises.
• commented that it was a very beneficial aspect of
course.
• expressed strong desire for future observations.

8. Practice Teaching

9. Practice Teaching—Trainer Observations
Positives:
• excited, energetic, friendly
• well-prepared
• strong attempt to implement new techniques
• clear improvement from 1st to 2nd teaching practicum

10. Practice Teaching—Trainer Observations
Negatives:
• teachers were nervous
▫ repeated instructions, stumbled over explanations
• teachers were overwhelmed
▫ too many new concepts to implement effectively
• teachers didn’t have strong grasp of content / language
▫ gave incorrect answers, unable to answer students’ questions
• students seemed uncomfortable and confused
▫ were put on the spot, didn’t understand instructions / activities

11. Practice Teaching—Feedback
Participants’ Perceptions
1. “I used a picture for the warm-up
activity.”
2. “I showed the worksheet when
explaining the activity.”
3. “I let students work in pairs.”
4. “I monitored the class while
students were working.”
5. “We corrected the activity
together.”
Trainers’ Observations
1. “Only one student saw the picture.”
2. “You were pointing to the wrong
activity on the worksheet.”
3. “You talked the whole time.” or
“You only gave students 45 seconds
to do activity.”
4. “You didn’t notice that ¼ of the
class was doing the wrong activity.”
5. “You wrote all the answers on the
board, and students copied.”

12. Success Factors: During Course
• 100% retention rate of all participants
• high level of interest, effort, and determination to
use experiential learning techniques
• recognition of need to change teaching style
• clear improvement and development of teaching
skills using current methodologies

13. Success Factors: Post Course
• strong desire for future teacher training
• positive end-of-course evaluations
• trainings/presentations given to peer teachers

14. My Background and Experience
• studied English literature in Indonesia
• worked as assistant pre-school teacher at DIS for
1.5 years
• currently, teach English at DIT for 1.5 years
• have no formal teacher training

15. Before English Teacher Training
I dominated the class
▫ talked more than students did
▫ did activities for students

16. Before English Teacher Training
I didn’t use a lesson plan
▫ wrote one or two ideas on paper
▫ didn’t think about what types of activities to
implement

17. Before English Teacher Training
I didn’t use current methods of teaching
▫ students never worked in pairs or groups
▫ students always worked individually while
copying from the board
▫ students didn’t think for themselves; I always
gave answers

18. During English Teacher Training
Students should be the focus of class
▫ teacher should act as facilitator (give clear
instructions; let students work)
▫ students should have more opportunities to talk

19. During English Teacher Training
Good lesson plans are important
▫ clear objectives about what students will learn
▫ pre-determined activities about how students will
work
▫ help give more confidence in the classroom

20. During English Teacher Training
Current methodologies can be used in big classes
▫ students work in pairs and groups to find
answers; teacher monitors
▫ teacher doesn’t give answer immediately; let’s
students think
▫ clear instructions and demonstrations important;
use different methods to explain information

21. After English Teacher Training
Started to change teaching style slowly
▫ difficult not to talk so much
▫ difficult not to give answers immediately
▫ difficult to give students more freedom
__________
Change Takes Time!

22. After English Teacher Training
Nominated to attend EFL educators’ workshop
in the U.S.
▫ met other Asian teachers with similar problems
▫ learned about grammar games, having fun in the
classroom

23. After English Teacher Training
Presented workshop to peer teachers
▫ demonstrated interactive learning methods
(games, speaking activities)
▫ received positive feedback from teachers who
implemented games in university English classes

25. Where do we go from here?
• Improve teachers’ English skills
• Develop a nationally recognized English teachers’
training program

26. English Testing Procedures
• Tested 15 in-service English teachers
▫ universities
▫ districts
▫ small and large NGOs
▫ government institutions
• Used IELTS exam materials
▫ listening
▫ reading
▫ writing
▫ speaking

27. IELTS Exam Results
Listening—3.5 / 9
BAND SCORE 3—Exremely Limited User
“Conveys and understands
only general meaning in very familiar
situations. Frequent breakdowns in
communication occur.”

28. IELTS Exam Results
Speaking—3.5 / 9
BAND SCORE 3—Exremely Limited User
“Conveys and understands
only general meaning in very familiar
situations. Frequent breakdowns in
communication occur.”

29. IELTS Exam Results
Reading—2.5 / 9
BAND SCORE 2—Intermittent User
“No real communication possible except for
the most basic information using isolated
words or short formulae in familiar
situations and to meet immediate needs.
Has great difficulty understanding spoken
and written English.”

30. IELTS Exam Results
Writing—3.0 / 9
BAND SCORE 3—Exremely Limited User
“Conveys and understands
only general meaning in very familiar
situations. Frequent breakdowns in
communication occur.”

31. IELTS Exam Results
Overall English Abilities—3.0 / 9
BAND SCORE 3—Exremely Limited User
“Conveys and understands
only general meaning in very familiar
situations. Frequent breakdowns in
communication occur.”

33. Questions or Comments?
Staci Hauschild
staci.d.hauschild@gmail.com
Mark Juba
lelitimor@gmail.com
Bernardete Luan
liquica_chamelgirl@yahoo.com
Facebook
English Teachers Timor-Leste

34. The End

35. Workshops
Excerpts from end-of-course evaluations
I learned how to…
• use new techniques: drawing, gesturing, facial
expressions.
• have students write sentences about a pictures.
• ask students to circle important words in a text.
• write lesson activities in order.
• make objectives for classes.

36. CELTA Teacher Observations
Excerpts from end-of-course evaluations
I learned how to…
• be friendly to students; have good rapport.
• use lesson plans during class.
• manage the class well.
• give instructions.
• get students to work in pairs and groups.

37. Practice Teaching:
Participants Comments
Excerpts from end-of-course evaluations:
• “give opportunity for students to understand before
working on task”
• “how to manage my time better”
• “show pictures makes students active”
• “good to make class more fun”
• “show students materials when explaining
information”