Global CPD

03 October 2016 – Osman Bedel – English Medium Instruction (EMI) is a concept that has gained a lot of attention in recent years, particularly in the field of K12 education. In this blog post, we will explore what EMI is, who uses the concept, how it fits with intercultural dialogue, and what the future holds for EMI in K12 education. What is EMI? EMI refers to the use of the English language as the medium of instruction in schools and educational institutions where English is not the primary language. The aim of EMI is to provide students with the opportunity to learn subject content in English while also improving their language proficiency. Who uses the concept? EMI is used in various countries around the world, including Japan, Korea, China, and many European countries. In these countries, EMI is often seen as a way to prepare students for a globalized world where English is the dominant language of business, academia, Read More …

19 September 2016 – Osman Bedel – Language History and change over a period of time Before the Anglo-Saxons went to live in Britain, there were Germanic tribes’ invaders living in the fifth and sixth centuries, and they were known for speaking Germanic which later merged with other Scandinavian languages and with the English language later (Prøysen). By the 7th, 8th, and 9th centuries, the Old English writings started to appear, although there are regional variations. By 9th century, ‘Alfred the Great’ came to regard this as the ‘English’ language that can be regarded as a language that people can accept. The Saxons who came later than the Angles again added some more English dialects to the language, and although these old languages are similar to the modern English, there are many words that remain similar (Baugh & Cable; Gelderen). By the 10th century, the West Saxon dialect became the official language of Britain, and the first Old English has Read More …

05 September 2016 – Osman Bedel – English Language Teaching (ELT) is a dynamic and constantly evolving field that requires teachers to have a variety of skills and knowledge. Effective teaching of English involves not only the mastery of the language but also the ability to plan, organize and deliver lessons that engage and motivate learners. This article discusses some important aspects of English Language Teaching. To become an effective ELT teacher, there are certain teaching skills, roles, and techniques that need to be applied in the classroom. Teaching Skills:Effective teaching skills are essential for any ELT teacher. They include the ability to communicate effectively, to motivate students, to provide clear and concise instructions, and to manage the classroom effectively. ELT teachers also need to have a deep understanding of the English language and be able to explain it in simple terms to their students. Roles of Language Teachers and Learners:The role of the ELT teacher is not only to Read More …

08 August 2016 – Bahar Ojarova – Teaching English to Very Young Learners (VYLs) is a unique experience that requires special skills and techniques. VYLs are typically children aged 3 to 6 years old, and they have unique characteristics that require special attention and consideration. In this blog post, we will explore the characteristics of VYLs and provide some tips on how to effectively teach them. Characteristics of Very Young Learners: VYLs have unique characteristics that make them different from older learners. Here are some of the characteristics of VYLs that teachers should be aware of: Short attention span: VYLs have a very short attention span, which means they cannot focus on one thing for too long. Teachers should plan their lessons accordingly, with plenty of activities and breaks to keep the children engaged. Limited vocabulary: VYLs have a limited vocabulary, and they may not be able to express themselves fully in English. Teachers should use simple language and focus Read More …

15 June 2012 – Osman Bedel – Literature Circles Most English language learners often say that reading, which is a vital element of language learning, is boring and difficult. This problematic situation might be the result of not practicing EFL reading in the right way. So the main question is, if there is an effective way of using literature in the EFL classroom? Based on this, the subject of my talk was mainly about my recent research on what language interactions and classroom discourse are taking place in Literature Circles and how this might affect the language development of EFL learners. Key issues Reflecting the practice of literature circles in language learning, they are mainly observed as reader response centered and discussion groups are formed by book choice depending on individual student interest. Moreover, the discussions are structured for student independence, responsibility and ownership. The activities, intended as a context in which to apply all four skills, are guided primarily Read More …