Date: November 21, 2020

Name: Ansula, Hazel L. I.D. Number: 201301928

MATESL W2

General Instructions: You may write your answers on a clean paper following the format, edit this file on Google classroom, or download the file and edit in your personal
computers. 

Summary of the article: 

Major Trends in the Global ELT Field: A Non-Native English-Speaking Professional's Perspective

Instructions: Read the article. Then, write the key points for each of the trends enumerated by Sun (2014). Lastly, share your takeaways by answering the question: Does the
article have a relevance to your own practice as a non-native English teacher in your own workplace? Why or why not?

Trend 1 Trend 2 Trend 3 Trend 4 Trend 5 Trend 6 Trend 7 Trend 8 Trend 9

Changes in Perspectives on Changes in Goals of Changes in Teaching Changes in Teaching Expanding the Changes in Views Early Start in Rapid Development Changing Roles and
English Language Teaching English Language Approaches Content, Curriculum Dimension of of an Effective Learning English and Integration of Increasing
and Learning Teaching and Design, and Assessment Communicative English Educator Information Responsibilities of
Learning Competence Technology in ELT Teachers
 English language  Desires of  Traditional  ELT classroom  Intercultural  Recent  English is  Web based  21st century
learners already ELT have grammar is now communicative studies now being technologie learners have
know two or more now translation interdisciplinary competence in the taught in s and been exposed
languages. transitioned strategies have . Aside from was put into TESOL schools from powerful on developing
 Acronyms for the from now been having ESP emphasis as it field have different internet skills
field have also focusing replaced to (English for was introduced proved that countries in connections specifically the
evolved. These completely communicativ Special as new way of the the earlier provide 7c’s by Trilling
are: on the e language Purposes) as looking at SLA effectivenes grades. various new & Fadel (2009)
 From ESL development teaching one of the as “multi- s of an Examples possibilities rather than on
(English as a of learner’s approaches. branches in competence”. English are: and latest the subject-
Second language  ELT ELT, CBLI  The said teacher is  Japan in trends for specified
Language) to abilities to discussions in (Content Based “intercultural determined primary teachers and content.
ESOL (English promoting the “Post- Language communicativ by his / her level. students.  In ELT, the
for Speakers of one’s Method Era” Instruction), e competence” linguistic,  Dubai  Learning goal of
Other experience on are more CLIL (Content thus make instructional and English teachers is both
Languages) social focused on and Language learners , and Malaysia in through the to prepare
 From TESL responsibility eclectic Integrated communicate intercultural kindergarte web make language
(Teaching . This means approaches Learning), or effectively and competence n level students learners with
English as a that there is (like SIOP appropriately rather than  Egypt and more knowledge of
Second assimilation principled (Sheltered with simply Taiwan in willing to the language
Language) to of learning in eclecticism) Instructional interlocutors being a first grade learn the and to produce
TESOL both the rather than on Observation from different native  Vietnam language. effective
 (Teaching language and a single Protocols), now places and speaker of and Saudi  The way to language users
English to global method or has also been cultures. English. Arabia in gain who are critical
Speakers of /societal approach. the areas of  The traits and  English fourth grade information thinkers with
Other issues to interest. abilities teaching is  China in and strong 7C
Languages), produce fully  Learning important for no longer third grade knowledge skills.
Western competent materials have successful dominated in terms of  Content- and
English to and critical greater inclusion intercultural by native accessibility project-based
English as an language of multicultural communicatio speakers. , flexibility, curriculum
International users. content both n are as Currently, an and have been
Language from local and follows: increased mobility has implemented
(EIL). international number of changed to expose
 TENOR sources.  Openness non- native drastically. learners to the
(Teaching  Curriculum and respect speaking language and
English for No designs are more  Empathy educators to have
Obvious content-based and are working preliminary
Reason because and theme-based tolerance in the ELT experience of
it is in the  Learners are  Sensitivity profession work
school more exposed and and have environments
curriculum and on developing flexibility made  Teaching is
it is a job) has skills in  Knowledge positive not
been replaced language, and impacts in necessarily a
by TSR critical thinking application leadership, solitary
(TESOLers for and real-world of critical research, and activity now.
Social skills rather than cultural teacher Opportunities
Responsibility) on the subject- awareness training. to co-teach,
and CLT specified team-teach,
(Communicativ content. and
e Language  Learning collaborate
Teaching, standards, with teachers
Contextualized accountability, from other
Language and assessment disciplines are
Teaching) and have now now
CLIL (Content become the acknowledged
and Language emphasis in the .
Integrated educational  Responsibility
Learning) system. of effective
 Research and leaning does
discussions on not only
the issues of depend on the
“World teachers but
Englishes” and other parties as
ELF (English as well like the
 a Lingua Franca) parents, school
are given administrators,
emphasis. boards of
education,
local and
larger
communities,
and the
students
themselves.
 Teachers now
are expected
to engage in
continuous
professional
development
activities in
order to keep
current on
trends,
research,
development,
and practices
as well as to
remain
effective and
competitive.
Cite the source here (APA 7 edition):
th

Your takeaways: