Cambridge ESOL IN-SERVICE CERTIFICATE IN ENGLISH LANGUAGE

TEACHING
LANGUAGE FOR TEACHERS MARKSHEET
TASK NO. 1 Reading and presentation- Sergio Rosendo (the impact of culture on education)

Tutors should mark this task using the General Mark Scheme for the assessment of written language on page 39 of the Syllabus
and Assessment Guidelines (2005) and the Task Specific Assessment Criteria on page 22 and the notes to centres on page 23.

Task-specific criteria
Language Accuracy and Language Awareness Tick
box if met
1a understand and identify main ideas and implications of the source text 
1b use clear, general accurate English for oral presentation and discussion questions 
Range and Flexibility
1c employ sufficient lexical range and flexibility to convey the content of the source text without distortion 
1d use appropriate professional-to-professional discourse 
Pronunciation
1e ensure that pronunciation and use of stress and intonation maintain a reasonable level of intelligibility are helpful in emphasising 
key points
Audience Awareness
1f select and present relevant information to facilitate understanding 
1g adapt and adjust information effectively to meet the needs and responses of the audience -
1h use appropriate and relevant questions to initiate peer group discussion 
Word limit respected 
Appendices correctly attached and labelled 
General Mark Scheme
Language Accuracy and Language Awareness
Comment: Candidate was able to identify and transmit main ideas of the topic. She used clear and accurate English overall though he
could have used more complex structures and paid more attention to syntax. He used appropriate questions for discussion that
encouraged discussion among peers.
Pass 
Merit
Distinction
Range and Flexibility
Comment: Jargon employed by candidate was accurate overall and flexibility allowed for some level of clarity. Discourse used was to
the right level and overall he did a good job grading language in terms of the jargon when needed (meta-language). On the other hand,
he could have glossed jargon related to the topic.
Pass 
Merit
Distinction
Organisation and Content
Comment: organisation of the task was clear and easy to follow. Content was well organised and this showed good awareness of layout
and content conventions. Ideas were organised and were cohesive overall. He did not add questions, though.
Pass 
Merit
Distinction
Audience Awareness / Pronunciation
Comment: Candidate was aware of the audience and addressed them appropriately overall. Pronunciation was accurate overall and
he used prominence to emphasise important sections of the info given. On the other hand, he needs to improve vowel sound clarity as
this had some impact on understanding some part of the message.
Pass -
Merit
Distinction
General comments:
(+) Candidate presented a great topic and this was interesting and useful for peers. He addressed the audience well
and seemed to be confident when so doing. Questions he used were appropriate and relevant for discussion.
(-) On the other hand, he could have exploited materials more / better as he prepared a rather long presentation.

Overall recommended grade for Task 2. Circle as appropriate.

Distinction Merit Pass Not to standard

th
First Marker: Ricardo Fajardo Date: Nov 5 , 2016
Second Marker:_____________________________________________ Date:____________________________
 MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION

IN-SERVICE CERTIFICATE IN ENGLISH

LANGUAGE TEACHING

COMPONENT 1

LANGUAGE TASK NO. __1.1____

CANDIDATE: ____Sergio Rosendo Tovar______

Date Set: October 22nd

Date Hand- October 28th

in:
Marker:

Return date:

COURSE TUTORS:
Orlando and Ricardo

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 IN-SERVICE CERTIFICATE IN ENGLISH LANGUAGE TEACHING

COMPONENT 1 - LANGUAGE FOR TEACHERS

TASK 1 - Reading and Presentation

Task outline
You are required to:
 select, read and make a summary in note form of a reading source that is relevant
to an audience of peers on the course
 give a brief ten-minute oral presentation of the selected reading source to your
peer group, and include two discussion questions that are relevant to the text or
topic being presented.

The presentation will be assessed by the course tutor(s).

Guidelines
1. Select a reading source that you feel is interesting and useful to other course
members. The reading text can be taken from a practical teaching magazine, an
extract from a book or an academic journal (e.g. ELT Journal) or an internet
source. The source text or extract should not be longer than 1,000 – 1,500
words and must have professional relevance.
2. Produce a summary in note form of the main ideas or argumentation of the
text. You may use diagrams or tables to summarise the main ideas in the extract
or article you have chosen. You may include one or two short quotations from
the reading source in your presentation. Make sure you can explain or exemplify
any technical terms or concepts in the article / extract.
3. Prepare two questions on your selected text which will be useful to stimulate
discussion of key aspects of the text with your peer group.
4. Give an oral presentation of your selected source to your peer group using your
notes from stage 2 above. Try to introduce and contextualise the topic
presented. The aim of the presentation is to facilitate your audience’s
understanding of the main points / issues and to use accurate oral language, as
well as pronunciation and prosodic features (stress, juncture and intonation) to
good effect.
5. After your oral presentation of the reading source, use your discussion questions
(stage 3) to initiate a brief discussion of the points selected.

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NOTE: You should hand in a referenced copy of the original text and your summary
to your course tutor(s)

General Assessment Criteria

PASS level assignments will show that the candidate can:

Accuracy
1a understand and identify main ideas and implications of the source text
1b use clear, generally accurate English for oral presentation and discussion
questions

Range and Flexibility

1c employ sufficient lexical range and flexibility to convey the content of the
source text without distortion
1d use appropriate professional-to-professional discourse

Pronunciation
1e ensure that pronunciation and use of stress and intonation maintain a
reasonable level of intelligibility and are helpful in emphasizing key points

Audience Awareness
1f select and present relevant information to facilitate understanding
1g adapt and adjust information effectively to meet the needs and responses of
the audience
1h use appropriate and relevant questions to initiate peer group discussion

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Article: The impact of culture on education. Commented [RF1]: Quite interesting article Sergio.

Public file read from:

https://geert-
hofstede.com/tl_files/images/site/social/Culture%20and%20education.pdf

Copyrights: PDF Book ©

Original Writers: Huib Wursten & Carel Jacobs.

Publisher: Geert Hofstede.

Publishing Company: ITIM International

Web Site: http://itim.org/

Head Office address

Arabiankatu 12 00560 Helsinki Finland

Phone Numbers

General information: +358 923 163 043

Technical Support: +358 923 163 744
[Business Hours (GMT+2) Monday-Friday: 9:00AM-05PM]

Email Adresses

General information: info@itim.org

Technical Support: support@itim.org

Warning:

Some pictures of the original article are included below for academic reasons
and only as a reference.

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Summary of the Article “The impact of culture on education” Commented [RF2]: Good summary with attention to
headings to follow it more easily.

On the other hand, you did not include your questions,

Original Writers: Huib Wursten & Carel Jacobs. right?

Publisher: Geert Hofstede.

Summarized and commented by Sergio Rosendo Tovar

Introduction

This groundbreaking article is key to understand the value and relevance of the
cultural traits in this new age of knowledge share and communication immediateness.
The world never seemed smaller before as the average person today (October 2016)
has gained extensive exposure to all kind of records and evidence of human activity
world-wide and, even in real time (if desired) through the Internet. As a side effect this
could get to cause annoying levels of confusion in every community as their members
may easily loose sight of what is really expected and acceptable from them, even the
slightest ambiguity becomes controversial and hard to decide on, specially for young
people. This whole situation is a challenge for us as educators, fortunately we can
count on the guidance of Geert Hosfede, a German sociologist awarded with the
honorary title of "The Greatest Anthropologist of the XX Century" who realized that just
5 parameters were enough to analyze, understand and even describe the most of the
cultural aspects and behavioral patterns of every human society (either real or
possible.)

5-Dimentional Culture

Each one of such 5 parameters or “5 Dimensions” is scaled in range of zero to one

hundred, (which provides a number of “100 risen to the 5th power” possible
combinations, a quite large number, fair enough to rawly describe something as
complicated as the human uniqueness.

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The Dimensions are:

Power Distance Index, it refers to the degree of acceptance and expectation of the

uneven distribution of power and authority within an organization or society.

Persons in societies with a large power distance accept or expect subordination and

obedience while persons in societies with lower power distance believe in equity and

work in collaborative organizations that are more horizontal than vertical.

Individualism Index, this regards the degree to which individuals prioritize

themselves over their group. The opposite is understood as Collectivism.

Uncertainty Avoidance Index, this is the degree to which people will avoid or fear

situations with imperfect information or low outcome predictability. Societies with

rather Lower_Uncertainty_Avoidance are typically more innovative and open minded.

The Masculinity Index is the degree to which societies will rather reward

performance, achievement and success. While in more Feminine cultures people will

behave in a modest way and will quit personal success considering that taking care of

others is more important than their personal development.

Long Term Orientation Index, this regards the choice of ambitious goals no matter

how long it may take to achieve them. Persons within cultures with long term

orientation will plan, invest and carry out activities for years ahead while in cultures

with short term orientation people will focus on daily, monthly and quarterly agendas...

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How the Hofstede’s Dimensions Provide Insight to
Educators

The following are “pairs” of descriptions of the implications that the cultural dimensions
settle in the educational practice. And some of the countries within each extreme of
the Index are also mentioned. My intention is to highlight the relevance of the
dimensions in the education field regardless the country nevertheless, specific
information about most of the countries can be found in the web site of the publishing
company: http://itim.org/

Power Distance Index

lower higher

Teacher focused attention, activities

Student focused attention and activities; mainly process inputs like presentations,
Initiative is highly rewarded. dissertations, readings are a main
source. Order is highly rewarded.

Ss are mostly passive towards the

Teacher constantly elicit Ss as part of teacher presentations.
every classroom dynamic. Ss are simply lectured.

Ss carry out activities as prescribed by

Ss propose activities and even part of the the teacher.
curricular contents.

Displays of ceremonial respect and

Ss are encouraged to contradict and obedience are expected.
criticize their teachers. (in resemblance of former initiation
rites.)
Ss address their teachers by 1st name.

the effectiveness of the process is the effectiveness of the process is

product of the amount and quality of the product of the personal excellence of
bidirectional communication between teachers...
students and teachers...

Countries within each extreme of the Index

Denmark, New Zeland, Finland, USA China, Russia, Slovakia

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 Individualism Vs. Collectivism

more individualism more collectivism

Protectiveness is highly
appreciated, the invitation to SS participate in subordination to the professor, when
participate is genuinely open and and how it is required.
general.

Ss speak up to their peers and to

big groups. Ss mostly speak up to peers of their confidence.

Confrontation and challenge are Harmony must never be broken.

desirables.

The communication is very cautious and rather

The communication is direct. indirect.

Ss and professors display high levels of

Ss and professors display low circumspection, people highly concerned concerned of
circuspection, historicism. other’s opinion of oneself.

Educators must provide different treatment and even

Educators must be strictly impartial. evaluation based on recommendation, ethnicity or
affiliation.

The communication is rather The communication is highly contextual, little is

explicit and the information is explained as everyone is “assumed” to be within the
detailed. main cultural background.

Countries within each extreme of the Index

USA, Australia, UK, Canada South Korea, China, Russia, Japan

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 Masculinity Index

more Masculinity less Masculinity

The individuals with best performance The average performance is taken as a

are taken as a reference and reference and measurement of success.
measurement of success.

The best scores are rewarded. Evaluation and reward are “different”
based on the uniqueness of each of the
individuals.

Ss are accountable for their Low performance is considered as

performance; low scores are considered transitory and circumstantial; an special
as Ss failure. intervention of the educator is expected
whenever this happens.

Ss are expected to make themselves Ss are expected to behave modestly.

notorious.

Ss choose curricular subjects based on Ss choose curricular subjects based on

their professional aspirations. their likes and general interest.

Countries within each extreme of the Index

Netherlands, Denmark, Finland, Hungary, Japan, Slovakia

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 Uncertainty Avoidance Index

less more

Extensive assignments with general Strict instructions;

guidelines,
strict deadlines.
assignments must be handed in within
open periods an extrinsic motivation is “handcrafted”
by the teacher.
and intrinsic motivation is encouraged
and expected.

It is acceptable if the professor doesn't It is always expected that the professor

know something and this can be be an eminence.
expressed openly.

Simple expression is appreciated. Expression in academic and technical

terms is highly appreciated.

Innovation is rewarded. Precision is rewarded.

Disagreement is considered valuable Disagreement is considered as rude and

and stimulating. disrespectful.

Traditionalism and protocol,

Cultural diversity is accepted and emotional dependence on rules that
freedom of expression is encouraged. regulate behavior, little tolerance to non-
orthodox behaviors or cultural traits.

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Entrepreneurial orientation is considered Entrepreneurial orientation only
since the 1st degrees of education. happens in the subjects and areas from
which it takes inherent part, mostly only
at college levels.

Regions and Countries within each extreme of the Index

Denmark, China, UK, Ireland, USA Most Asian Countries, Latin America,

Long Term Orientation

short long

Focus on action and achivement. Focus on personal development.

Pragmatism and emotional stability. Perseverance.

Less amount of curricular contents more More amount of curricular contents

relevance. more generalization.

Doctrines of “best practices,” focus on The History and Philosophy of every

the application level, Ss learn by subject are often part of their contents..
execution. Ss learn by analysis, reflection and
dissertation of materials of recognized
authors and sources

One answer is enough if it is valid and All possible perspectives and

pragmatic. considerations must be taken...

People trust in specialization and People trust in erudition and theorists.

practicionism.

Regions or Countries within each extreme of the Index

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Canada, UK, USA, Germany South Korea, China, Japan

Conclusion
The adaptability to different cultural traits, and the adaptability in general has became
an important skill in this new age of the Internet. This is specially applicable to
students and language teachers.

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