Page 25 - ELG2111 Nov Issue 478

FEATURES & COMMENT

bespoke and highly contextualised, no two diversity among participating UK partners time in education. Management of this
projects will look exactly the same. – from smaller private language schools to project has reinforced the need for flexibility
PRELIM 1 necessitated a high level of larger education groups and universities. of approach in different contexts and with
flexibility from every participant. As learner Although evidencing quality online course different partners. With up to 20 additional
needs on the ground became apparent during delivery and teacher training was critical, partnerships forming in PRELIM 2, the need
the exploratory planning phase of the project, past experience delivering such courses in for diversity of need will be even greater.
various solutions to technological challenges ODA contexts was not a prerequisite for One of the key outcomes of PRELIM 1
were sought. Foremost among these was the selection onto the project for PRELIM 1, was the development of a supportive CoP
creation of a ‘connectivity fund’ to cover the nor will it be for centres applying to take among the UK partners. In PRELIM 2 we
cost of data in countries where this was a part this time. hope to build on the success of this online
barrier to participation. Rather than size or experience, we’ve community, and establish a similar CoP to
However, meeting the realities of remote found that organisational culture is what facilitate learning and information sharing
delivery involved more than simply covering is more likely to characterise positive between partnered ETAs. Functioning
the cost of internet access. Although many partnerships. An openness to new ways along similar lines, on Slack and Zoom,
teachers and course participants might of working has been hugely beneficial for this will be facilitated by IATEFL and will
have been familiar with platforms such those working on PRELIM 1. Where this add a valuable dimension to the running
as Facebook or Signal, for many of them institutional ‘growth mindset’ was evident of the project.
this was the first time they had used these at all levels, this was reflected in the quality Across all the partnerships, a standout
particular tools for teaching and learning. of course delivery. The project involves a focus was the benefit of getting involved
This made learner training and platform- lot of unknowns, and witnessing how each in something that offered fresh challenges.
specific orientation all the more important, partner institution has worked creatively Meeting these challenges by working with
as well as teaching the English needed and collaboratively to address these has been new partners who brought unexpected
to use this technology effectively during really interesting. expertise raised an awareness of the
everyday interactions. It’s exciting that Facilitating the first cohort of 20 PRELIM importance of not assuming we have
the huge wealth of collective knowledge partnerships in 2020-2021 has been a all the answers, but rather of seeking to
developed by partners who took part in privilege for us at NILE, and has given us a find the most useful questions. This has
PRELIM 1 can now be shared with new unique insight into the workings of a wide been tremendously refreshing as we start
partners this year. range of highly professional and dedicated to plan for PRELIM 2 and also for the
PRELIM has never been a one-size- English teaching organisations, during huge variety of projects that we work on
fits-all project, which is reflected in the what has been a turbulent and uncertain here at NILE.

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