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ACELT programs are firmly rooted in the belief that teaching has a context, and that language teaching especially must be approached holistically. Hence, they follow an approach that is practical and flexible to the needs of the teacher participants and their corresponding educational set-up.
 

TEACHER TRAINING

A. The Skills and Strategies Model for Language Teaching

    ◦    the fine art of listening

    ◦    the practice of oral interaction

    ◦    levels of reading comprehension

    ◦    the writing process

B. Teaching Basic Appreciation of Literary Texts

    ◦    the narrative mode in fiction

    ◦    language, form, and meaning in poetry

    ◦    drama as text and performance

    ◦    style, milieu, and the literary essay

    ◦    teaching literary texts from Philippine, Afro-Asian, Anglo-American, and other literatures written in English

    ◦    interfacing language and literature

C. The PELT Model: "Promoting Language Learning in the ELT Classroom"

    ◦    Fostering a Positive Learning Climate

    ◦    Integrating Language Work (task-based)

    ◦    Levels of Thinking

    ◦    Making Grammar Work More Creative

    ◦    Small-group Work Management

    ◦    Facilitating Learner Involvement

    ◦    Orientation To School-Based Follow-up Development Activity (SFDA)

 

TRAINER TRAINING

A. The PELT model: "Facilitating Teacher Learning"

    ◦    Phase A: The CONTENT of Language Teaching

    ◦    Phase B: The METHODOLOGY of Teacher Training

    ◦    Phase C: FACILITATING a teacher training seminar

B. Major themes in these phases of training: 

    ◦    Facilitating language learning in the ELT classroom

    ◦    Developing the teacher as a reflective practitioner

    ◦    The trainer as an agent of behavioral change

CONSULTANCY PROJECTS

    •    Review of ELT curriculum

    •    Modes of Evaluation

    •    Materials Production

    •    Syllabus Design

    •    Classroom Management