4. Online Meeting: Discussing Survey - Facilitated Sharing

 


Procedure:

1. Leading Coach, Jerry Kauffman, leads meeting and focuses on answers which do not match our guidelines, he focuses on comments which seem to be misunderstandings and misconceptions. 

Clarifies briefly and provides input so as to fill the gaps found. Leading Coach sets clear standards from the coach / mentor point of view to make it clear what contents to use, what needs of client to be considered as key; what type of strategies to use to elicit clients’ participation and generate discussion and how to provide feedback. Leading coach makes it clear what the importance of questioning clients is. We need to make them use English to solve problems, to deal with conflict, to handle real business situations according to their responsibilities and position.

2. Leading coach points out the importance of dealing with cultural issues in our sessions. Making a reference to articles and studies that support this aspect (1). Using experiences from our coaches to illustrate the relevance of this point.

3. A moment for sharing and discussion of the ideas and input provided is given so everybody has the chance to ask questions, clarify information, share views and contribute to the approach. This is done with open mics on Skype.

4. Leading coach focuses on the use of Authentic Material(2) as the key source for our lessons. The material used is always based on our clients' needs and context.

5. Another moment for sharing and discussion of the ideas and input provided is given so everybody has the chance to ask questions, clarify information, share views and contribute to the approach. This is done with open mics on Skype.

6. Academic head takes the lead and deals with the survey questions on academics. Teacher's role is to be clarified. Teacher's connection with coach and way to work together is also clarified.

7. The importance of the complementary job of the teacher is highlighted: "Professionals need to be accurate in the use of the language. It's a matter of professional image". Teacher's role is to close the circle and help our clients to improve their use of English,

8. Important to understand that teachers work on English components based on the data given by coaches:

Examples:
Coaches:
"Our client cannot explain the forecast clearly. She/he is always using simple present to do so"
"Our client has problems connecting past activities with present ones. She/he mixes tenses"

Teachers:
"We'll practice future tenses then"
"We'll practice present perfect vs past simple then"


9. Academic Head highlights the weights of each component in the approach:
* 70% ESP, contents, authentic material (coaching, mentoring)
* 30% English as a language

10. Open discussion to clarify points, Q&A, getting feedback to obtain information for training to take place with specific key points.




References:

(1) Why teaching culture is part of teaching Business English

9 October 2012 by  ; John Hughes

(2) Adapting Authentic material for Language Teaching. Steven Darian (United States), ESL at Rutgers University in Camden, NJ.

(3) "A Comparative Study of English for Specific Purposes (ESP) and English as a Second Language (ESL) Programs for hotel management students Omprakash Upadhyay Department of English, University of Rajasthan (Rajasthan), India"

"Mackay, R., & Mountford, A. (1978). English for specific purposes: A case study approach. London: Longman."








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