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October 2014  \nCopyright © Australian International Academic Centre, Australia  \nPro-ELT; A Teacher Training Blended Approach  \nReza Eshtehardi  \nThe British Council Malaysia, Pro-ELT  \nGround Floor, West Block, Wisma Selangor Dredging 142C Jalan Ampang 50450 Kuala Lumpur  \nE-mail: [eshtehardi8@gmail.com](eshtehardi8@gmail.com)  \nDoi:10.7575/aiac.alls.v.5n.5p. 106 Received: 02/07/2014  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.106](http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.106) Accepted: 28/08/2014  \nThe research is financed by the British Council Malaysia.  \nAbstract  \nPro-ELT is a blended teacher training course. The aim of Pro-ELT is to strengthen English teaching and learning through a blended training approach that includes; quality face to face delivery, supported distance learning and integrated proficiency and methodology training. It delivers quality language teaching and teacher development courses to Malaysian primary and secondary school teachers working in Malaysian government schools in order to develop their English language proficiency and teaching knowledge and skills. Language skills and system are undoubtedly the basic components of each teacher training program, but there is a fact that for a huge number of non-native language teachers who teach at school levels, improving their own language proficiency and command of English is their own personal objective and top priority in their professional development. This presentation shows the Pro-ELT model of teacher training program and shows how teachers will be able to achieve their professional development goals. Keywords: Blended learning, face to face trainer, E-moderator, Aptis  \n1. Introduction  \nAlmost all teacher training courses for non-native English language teachers have predictable components. They normally offer a blend of language skills training e.g. how to teach writing or speaking, and language systems e.g. grammar, discourse and phonology. In general one of the most important components of such courses is classroom teaching methodology. In other words all the techniques and skills teachers need to equip themselves for classroom situations. Another component of training courses is the linguistic component which mainly highlights the theories of language and language learning. The objective of this component is mainly to raise teachers awareness of the nature of English and how it works rather than how to us it. Depending on the nature of the training course there are often other components such as the classical aspect of English or the use of technology in language teaching. But what is missing in almost all training courses is the language improvement component. Non-native language teachers need to improve their language proficiency so they can use proper English in their classroom. This component is important, as Wills (198 1) mentions, because it has a direct link with classroom language and teachers instructions in class. With the increasing acceptance of the principles of communicative language teaching around the globe, there is more pressure on teachers to be more fluent in English so that they can use it naturally in the classroom presenting a reliable model for their learners. Nowadays on-line courses are growing rapidly in almost all fields, giving a flexible option to those who are interested in education but are not able to allocate specific time to study regularly. On-line teacher training programs have been increasing rapidly along with other field of studies. Rogers (2000) has mentioned that on-line teacher training and development is a practical proposition due to developments in IT. The focus of this paper is to highlight the blended nature and the language improvement component of the Pro-ELT project for Malaysian primary and secondary language teachers.  \n2. What is Pro-ELT?  \nThe primary objectives ofthe Pro-ELT (Professional Development P","cbCaiu9lTQDdefqO","https://ap.wps.com/l/cbCaiu9lTQDdefqO","pdf",148726,"English","# Introduction\n# What is Pro-ELT?\n# What is Aptis?","[{\"question\":\"What is the main purpose of the Pro-ELT program?\",\"answer\":\"Pro-ELT aims to strengthen Malaysian primary and secondary teachers’ English language proficiency and their teaching and learning through a blended training approach.\"},{\"question\":\"What components does Pro-ELT use for teacher training?\",\"answer\":\"Pro-ELT combines face-to-face training, supported on-line learning, and integrated proficiency and methodology training, including assigned E-moderators to facilitate online sessions.\"},{\"question\":\"How does Aptis relate to Pro-ELT?\",\"answer\":\"Aptis is the British Council global English assessment tool, used in the Pro-ELT context as an online test that assesses adults and young adults across four skills, grammar, and vocabulary.\"}]","Pro-ELT; A Teacher Training Blended Approach | PDF",1792067843,13]