Anne Burns, Ph.D.
University of New South Wales
Aston University, Birmingham
Anne Burns is Professor of TESOL at the University of New South Wales, Sydney, and Professor Emerita in the School of Languages and Social Sciences at Aston University, Birmingham. She is well known for her work in action research and her most recent book on this topic, Doing Action Research in English language Teaching: A Guide for Practitioners, was published by Routledge in 2010. She is also the co-editor (with Professor Jack C. Richards) of The Cambridge Guide to Second Language Teacher Education (2009), shortlisted for the Ben Warren Prize, and The Cambridge Guide to Pedagogy and Practice. (2012). She serves on Editorial Boards of numerous journals including TESOL Quarterly and Language Teaching. She is the Vice President Elect of the Executive Board of the International Applied Linguistics Association (AILA) and is the Academic Adviser for the Applied Linguistics Series, published by Oxford University Press. She is a Senior Consultant to the ELTeach Program.
Dr Anne Burns is Professor of TESOL in the School of Education at the University of New South Wales, Sydney, Australia and Professor Emerita in Language Education at Aston University, Birmingham, UK. She has published approximately 15 books and over 100 journal articles and now works mainly with doctoral students who are conducting research on English language teaching and learning. She is an academic advisor to the Applied Linguistics Series published by Oxford University Press and a senior consultant to Cengage/National Geographic Learning for the online ELTeach course. She enjoys working with teachers all over the world who are interested in reflecting on their teaching practice and using action research in their classrooms to explore issues that puzzle, challenge and excite them about their teaching.
English teachers are naturally curious about what works and what doesn’t work in our classrooms. Reflecting on our experiences is part
of being an effective and enthusiastic teacher. In many parts of the world (and China is no exception) teachers are interested in using action
research as a way to explore the challenges, puzzles and teaching issues that crop up on a daily basis. In this talk I will explain what action
research is and how teachers can use it to gain deeper understanding of their classrooms, their students and their own practices.
I will illustrate my talk by using examples from teachers I have worked with, or who have worked with some of my graduate students.
I hope that these ideas will inspire you to do some action research in your own classrooms.
Keynote Speech Abstract
Keynote Speech Abstract
Strengthening English language teaching quality through online professional development
As English use expands globally, improving the quality of classroom teaching becomes a growing concern in public-sector education worldwide.
Many reforms focus on teaching quality with teacher education as the main vehicle to achieve it. In ELT settings, these reforms often aim to
address ‘deficits’ in teachers’ classroom English and teaching methodology. However, these approaches can lead to a mismatch between
the ‘deficit-based’ thinking of many reforms, implemented through teacher education, and what is known through research about how
teachers actually learn. This presentation will report on the global pilot project of an online course, ELTeach designed to support professional
development in public-sector ELT. The aim was to increase professional teaching confidence, and thus to improve capacity and instruction
within national education systems. The project, which has run in 15 countries with over 4,800 teachers, used a ‘reverse blended’ design in
which the web-based training offered the primary learning opportunity and face-to-face sessions then supported and extended those
opportunities. In this design, the web-based training, which focused on i) classroom language and ii) professional knowledge, was
closely aligned with online learning factors identified in the literature (McCrory, et al., 2008; Murray, 2012; Penuel, et al., 2007):
clearly relevant course materials, practice that builds momentum and shows users’ progress, and opportunities to apply learning
to users’ situations. The presentation will describe the major concepts underpinning the program, outline the components of
ELTeach and report on the outcomes of the global pilot project. It will be of interest to teachers, teacher educators, program
designers, and policy makers.