An Orview of the CIFLE Program

Now, the second intensive course is progressing at CIFLE. 28 teachers in Chungnam elementary school attend the course. The course is continuing from July 20 to August 19, there is only one weeks left.

CIFLE staff provides good quality of program, facilities, and food. Lots of attendants are satisfied with life at CIFLE and the good environment. Also there are some complaints that the organization of the program is not elaborate enough. Why do they say that?

The program is divided into two parts; one part covers English teaching method, the other part is to improve the teacher’s English proficiency. In the teaching method part, there are 10 subjects such as Teacher talk, TEFL practicum, Language activities, Story teller, Performance assessment, lesson analysis, Textbook Analysis, Micro teaching, and CBL. About the teacher’s English proficiency part, there are :
First, the subject’s boundary is not clear. Some subjects are overlapping and duplicated. Sometimes the trainee knows the theory of that subject in Korean, but only changed to English. The problem is that the teacher’s proficiency doesn’t support enough to explain their opinion or theoretical background. At this point, the trainees don’t get both teaching method and English proficiency. And they have similar kinds of presentations, it is not effective and useful for trainees.
Second, instructors let the trainees prepare their presentation from time to time. This is necessary for trainees, because they don’t have enough time to do homework or to study lessons. But in order to present for microteaching, they spend a lot of time during the lesson (Language activities, Teacher talk, Microteaching) to prepare their presentation. Certainly, preparation and self study connect to learning, but the time in this course is limited. So it needs more detailed construction in the CIFLE program.

Third, let’s look at the communicative competence part. The most important thing is the successful experience. But one trainee said “I am very depressed because I have confirmed my low level of English proficiency in the class.” Many trainees agree with that. Another trainee said “The most difficult problem is that the contents don’t reflect the differences of the trainee’s English level.”

Of course, the main goal of the CIFLE intensive course is achieved successfully. But some problems are an obstacle. The problems must be solved in order to make teacher’s training successful.

Now, the CIFLE boats are sailing in the English sea smoothly. If the program is fixes up the weaknesses, the people in boat would be comfortable and satisfied.