Thanks to the A S Hornby Educational Trust, set up in 1961, hundreds of English language teachers from countries in transition have been able to develop their expertise through postgraduate courses in ELT and (applied) linguistics at British Universities, and through British Council-run Hornby regional schools worldwide.
In 2006 there were 21 Hornby Scholars studying for Masters degrees in four UK institutions. A number took part in the panel discussion at IATEFL which focussed on issues of commonality and concern in their countries.
In addition, former Scholars, Daniel Oloo Nganyi, Marina Tevzaia and Amol Padwad reported in separate presentations on Hornby Trust-sponsored projects they coordinated after returning home from the UK.
The events were as follows:
Hornby Scholars panel discussion ‘ English teaching in countries in transition’ chaired by Rod Bolitho, College of St Mark and St John (Marjon), Plymouth, UK.
See Hornby Alumnus Joseph Mwansa's report on the Hornby scholars' panel discussion for further information.
Daniel Oloo Nganyi, Kenya, Hornby Alumnus, ‘ Teaching reading in East African secondary schools’.
In this talk Daniel reported on the outcomes of a Hornby Trust sponsored workshop for teachers of English in East Africa (Kenya, Tanzania and Uganda) entitled ‘Teaching Reading in L2 classrooms', held in Kenya in 2005. He presented problems experienced in teaching L2 reading in East African secondary schools, and ideas for teaching reading in this context.
Dr Marina Tevzaia, Georgia, Hornby Alumna, ‘ Regional networking: fostering teacher development in the Caucasus/Central Asia'.
This presentation aimed to highlight the role of regional networking through teacher associations in enhancing teacher development and ELT processes in the Caucasus and Central Asia. Networking in this region has facilitated successful implementation of a number of projects. Marina shared the experience of the Hornby Trust-sponsored “Enjoy English Summer Camp” as one example of teacher associations’ successful networking.
Amol Padwad, India, Hornby Alumnus ‘ Helping ourselves: English teachers’ clubs for self-development in resource-poor contexts’.
Amol reported on a novel (Hornby Trust and ELTeCS-supported) experiment in teacher development through English Teachers' Clubs in India. Teachers were encouraged to come together in small, informal and voluntary self-help groups to take initiatives for their own development. The clubs offer a low-cost but effective means of professional and personal development, and may be replicable in other resource-poor contexts.
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