Teacher Training in the Personalised Autonomous (PA) Model

In response to the challenge with English communication skills faced by an increasing number of sojourners at UNSW, an innovative course entitled Personalised English Language Enhancement (PELE) has been running since 2016, based on Kim's Personalised Autonomous (PA) model (Kim 2014; Kim & Jing 2019). The PELE course has proved to be a highly effective way of addressing the challenge developing students' linguistic confidence and self-efficacy, which has attracted growing interest for collaboration from other Australian institutions. However, there remains a gap in a deep understanding of teacher's role in the PA model, which is essential in order to systematically develop teacher training for non-UNSW institutions. Therefore, this paper sets out to explore teacher's role in the PA model: specially, teacher's language of scaffolding and of creating a safe environment, teacher's role in community building, motivating students, leading mentors, and teacher's reflective practice. The mixed-methods approach includes teacher action research, corpus linguistics, and the appraisalframework (Martin and White 2005). Data includes teacher observation and interviews, teacher's self-reflection, and student perception about teachers in corpora of focus group interviews, surveys, and students' reflective e-portfolios. The study aims to provide practical implications for teacher training which is expected to be applicable not only to the application of the PA model to other institutions but also to general pedagogy in higher education. References Kim, M. (2014) 'Action Research on Advanced Bilingual Enhancement in Translator Education', in K. Kunz, E. Teich, S. Hansen-Schirra, S. Neumann and P. Daut (eds), Caught in the Middle- Language Use and Translation, Saarbrucken: Saarland University Press, pp. 195-213. Kim, M. and Jing, B. (2019) 'A Personalised Autonomous Model for Enhancing Translation Students' Linguistic Competence,' in M. Koletnik and N. Froeliger (eds), Continuing the Dialogue between Translation Studies and Language Didactics, Newcastle upon Tyne, Cambridge Scholars Publishing, pp. 127-146.