Courses offered at the Bangkok Center:
  • Pedagogical Approaches to Grammar through Discourse Analysis, and Cognitive Linguistics.
    This course will provide an overview of the structure of the English language through a functional/discourse analytic approach. In this course, we will examine what types of motivations might underlie such choices and will investigate how this approach to grammar can be applied in the analysis of English and/or other languages, whether for teaching purposes or overall analysis of issues relating to ideology, stance, underlying communicative messages, etc.
    February 7 to February 9, 2007
  • Reading with a Purpose: Communicative Reading Tasks for the English Language Classroom
    In describing reading proficiency, the relative difficulty or ease that an individual reader experiences in reading a particular text, the importance of both text- and reader-based factors have been recognized. This course focuses on the factor of purpose, as determined by the reader or the instructional context. Having a purpose means having a reason to read and approaching a text with a particular goal in mind, whether that goal involves learning or entertainment. In real-world and classroom situations, purpose affects the reader's motivation, interest, and manner of reading.
    February 15 & 16, 2007
  • Thematic, Communicative Language Teaching in an English Language Classroom
    English language instruction can be enriched when teachers use thematic units that focus on content-area information, engage students in activities in which they must think critically, and provide opportunities for students to use the target language in meaningful contexts and in new and complex ways. This course will help standards for English language teaching and learning to support this approach to language instruction.
    February 21 to February 23, 2007
  • Contextual Factors in English Language Acquisition
    This course presents some of the most influential theories of English language acquisition. General distinctions and categorizations concerning the different theories as well as criteria for the evaluation of the various theories are outlined. A critical overview follows the description of each theory and its contribution to English language acquisition.
    March 1 & 2, 2007
  • Considerations in Developing Tests to Assess English Language Proficiency
    This course provides EFL educators who have the responsibility for assessing the English language proficiency of EFL students with background information about language proficiency testing and how such tests are developed. Proficiency testing is a complex undertaking. More importantly, educators are pressed into developing and administering language proficiency tests to make programmatic decisions about EFL students.
    March 7 to March 9, 2007
  • Language in action and activity: The unit of analysis
    This course demonstrates the critical link between awareness of level-specific behaviors in language learners and appropriate instruction to motivate and move learners to greater success. In an interactive format, the implications different stages present for teachers, appropriate assessment practices, and accuracy issues common to various levels are examined. Participants practice modifying activities, adapting them to learners' differing levels.
    March 14 to March 16, 2007
  • Dynamic assessment in the English language classroom.
    One of the indicators of good assessment is that it is linguistically and culturally responsive for all students. The aim of this course is to explain and expand on the meaning of "linguistically and culturally responsive"; to discuss other issues uniquely related to the assessment of English language learners and to make specific recommendations to increase the probability that all English-language learners will have the benefit of appropriate, effective assessment of their learning and development.
    March 22 & 23, 2007
  • Applying 'conceptual grammar' in the English language classroom.
    This course concerns with the place of grammar in the study of language and language teaching. The question of what grammar is will be addressed and four different approaches to grammatical analysis: traditional, pedagogical, structural and generative are examined. This general overview will be followed by a detailed examination of certain topics in structural grammar. Practical approaches to grammar teaching will be covered. Finally, how best to teach grammar in a foreign language intensive or non-intensive context will be addressed.
    March 29 & 30, 2007
  • The relevance of concepts in English language learning.
    The course describes key concepts for effective instruction for English-language learners, such as comprehensible input, meaningful access to the curriculum, and conversational versus academic language and why these concept are crucial in the learning process.
    April 3 to April 5, 2007
  • Internalization in English language learning.
    The goals of this course are to explore, synthesize and build upon what is currently known about how instructed English language learners perceive; process and internalize environmental language, and the teaching and learning of strategies which best promote this internalization. The relationships between language perception and processes, language practice, language use, and language learning, from different theoretical perspectives will also be focused.
    April 11 & 12, 2007
  • A Global Perspective on Bilingualism and Bilingual Education
    This course is intended for doctoral students or advanced graduate students specializing in bilingual-bicultural education who want to explore the deeply on the subject of bilingualism and bilingual education. Participants will be exposed to different aspects of bilingualism which will include:
    • The bilingual child
    • Bilingual language use, maintenance and endangerment
    • Bilingual repertoires and language contact
    • Global perspectives on bilingualism

    April 19 & 20,2007
  • Grammar and Its Teaching: Challenging the Myths
    The course is intended EFL who are want to acquire the basic didactic instruments useful for teaching English grammar. The didactic procedure of this course is intended to re-establish a balance between knowing and knowing how-to, between academic training and pedagogical proficiency.
    April 25 to April 27, 2007
  • Partners in Pedagogy: Collaboration Between University and Secondary School English Language Teachers
    This course examines the attitudes towards language learning and teaching, the effectiveness of language learning and teaching from secondary and degree levels and explores curriculum developments that have been adopted to respond to the changing needs of students.
    May 2 to May 4, 2007
  • English Language Exploratory Programs: Introduction to Language Learning
    This course will provide participants with exploratory programs for English language teaching by providing the underlying theories and principles drawing upon the development and implementation of various methodologies and techniques for language teaching. The goal is not to fully train participants but rather to provide examples of what has been done, what can be done, and to stimulate new ideas and collaborations.
    May 10 & 11, 2007
  Other Seminars and Training workshops
  1. Training of innovative methods: the Natural or Communicative Approach; Social-therapeutic orientations such as Community Learning, Suggestopedia; the Notional-Functional Syllabus
  2. Understanding of the process of language acquisition in a first, second or English language
  3. Studies of language variations, language prestige and bilingualism in social contexts
  4. Perception of the total language environment: Communication & the functions of language and the emergence of new methodologies and curriculum models.
  5. Disassembling of "innovations"; emphasis on "accountability"; reforms in teacher education to emphasize knowledge of subject matter vs. pedagogy.
  6. Competency based curriculum - emergence of the behavioral objective & Bloom's taxonomy of cognitive and affective objectives.
  7. Design and develop standardized proficiency test for admissions into undergraduate programs in government universities.
  8. Emphasis of grammar instruction; focus on pragmatic English language instruction & communicative competence.
  9. Incorporation of research in English language theory and teaching.
  10. Analyze teaching methods of English language resulting from disillusion with audio-lingual method; impact of cognitive psychology; examination of English teaching "mythology".
  11. Educational psychology - student-centered classrooms; explorations in values education; cognitive styles; attitudes & motivation; group dynamics.
  12. Language learning and academic achievement synthesis team.
  13. The transfer of skills from the first language to English: A study of young learners.
  14. The effects of sheltered instruction on the achievement of limited English proficient students.
  15. Professional development of teachers of schools on the Sheltered Instruction (SIOP) Model
  16. Implementing Critical Reasoning with a Competency-Based Curriculum
  17. Analysis on Items for a Proficiency Test
  18. Incorporating Multiple Intelligences into the Core Curriculum which includes reading, writing, listening and speaking.
  19. How psychological theory and practice influence teaching methods and learning theory
  20. Team Teaching: non-graded classes; open classroom; individualized instruction; programmed instruction; flexible and "core curriculum" scheduling