1.2.2. Diversity of the EMI methodology

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来自 Universitat Autònoma de Barcelona 的课程

如何使用英语进行教学

166 个评分

Universitat Autònoma de Barcelona

如何使用英语进行教学

166 个评分

Thinking about teaching your university subject in English but it’s not the Language you normally use? Then, English for teaching purposes is the course for you. A course on English and teaching methodology that aims to help university lecturers do their teaching in English, in line with university internationalisation policies. The course structure is the same for all learners and there are opportunities for them to link up with colleagues from universities all over the world who share the same discipline and discourse community, to ask questions and exchange ideas. This MOOC targets lecturers who wish to begin using English in their teaching. A priori, this means university lecturers from countries where English is not the L1 or a widely-used language (Romance language-speaking countries, for example), though in fact the course is open to teachers from all educational stages who want to teach through English, following the principles of EMI (English Medium Instruction). On completing the course, you should be able to do the following. a) Teach a university subject in English, having gained the necessary confidence and skills. b) Integrate all aspects of CLIL (methodological, pedagogical, strategic, attitudinal, motivational, linguistic, sociolinguistic and pragmatic) to put together their own English-medium course on their particular subject. c) Describe the characteristics of the university lecture discourse genre (planning, agents, channels, phases, dynamics, and current flexibility of the genre). d) Understand and perform the basic linguistic macro-functions within English teaching discourse. e) Understand and perform, using the appropriate linguistic exponents (vocabulary, structures, and phraseology), the main micro-functions in English teaching discourse: metalinguistic, informative, evaluative, inductive, and social. f) Consolidate their oral expression and interaction skills, and their grammar and vocabulary, at English levels C1 and C2 as defined by the Council of Europe. English for Teaching Purposes is a course provided by the Language Service at the Universitat Autònoma de Barcelona (UAB).

从本节课中

Unit 1. Implications for lecturers switching to English as the classroom language

Analysing the critical issues (contextual, linguistic, motivational and methodological aspects). Level of English. Managing anxiety. Improve through re-thinking your teaching to improve it. Teachers’ discourse. Analysing real practice and choosing a particular class as a basis for later course work.

1. First week introduction2:13

1.1. What are the implications of changing over to teaching your classes in English at university?2:59

1.2.1. What is English-Medium Instruction (EMI)?2:29

1.2.2. Diversity of the EMI methodology5:52

1.3. Is my level good enough to change over to teaching at university in this language?2:17

1.4. Pronunciation12:41

1.5. How do I control my nervousness?4:18

1.5.1. Lecture discourse3:32

1.6. Changing over to teaching in English: an opportunity to reassess and improve your lecturing3:31

1.7. Different kinds of teaching intervention3:15

1.8. What class sequence should I choose to teach in English?3:10

与讲师见面

Silvia Solá Viñals
Teacher
Servei de Llengües
Jose Ygoa-Bayer
Teacher
Servei de Llengües
Ian James
Teacher
Servei de Llengües

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English for Teaching Purposes.

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Diversity of the English-Medium Instruction Methodology.

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>> The EMI methodology is characterized by being highly diverse in its

applications around the world.

There are a great many factors and circumstances, that make experiences of

EMI very particular, and make the practices highly varied.

Your participation in this MOOC, will be even further proof of this diversity.

And we would be very pleased if you could share all the nuances of your

university teaching experience in English.

Bear in mind that, although in many countries one of the aims of EMI,

is actually to improve the students level of English.

Those in which English is already well known, and it's used widespread.

Finland for example.

This is not actually the case.

EMI practice is greatly conditioned by the particular English-learning

tradition in question.

Often very different depending on the country,

which then translates in quite pronounced differences in level,

among students from different places around the world.

On the other hand, nor should we forgot that in certain places,

English is actually a third language for the students who are already making

a great effort to be proficient in a widely used second language at university.

In such cases, access to English can be somewhat complicated.

It is also worth recalling that EMI requires special knowledge of English.

It's not enough to get by with only the BICS,

Basic Interpersonal Communication Skills, to follow EMI practice successfully.

One also, ideally, needs high cognitive language, and academic abilities.

CALP, or cognitive academic language proficiency.

Students need to know the language that will allow them to construct and

direct their academic discourse.

Another thing to keep in mind is that there are countries with language and

content integration practices, in pre-university education.

Practices termed.

And others that do not have such practices, as with Israel, for example.

Local students, in the latter case,

simply have to get used to classes in English, at university level.

Another characteristic that affects EMI,

is that there is not a single uniform tradition of teaching in English

throughout the various academic disciplines.

In Europe, for example, teaching in English is present in economics,

business studies, and engineering.

But this is not so frequently the case for psychology, art or

design, just to give some examples.

A further consideration in EMI is the proximity to English,

other language in which this methodology is applied.

A closer relationship with English will logically favor the feasability of EMI.

A recent question of importance affecting experiences of EMI, is

the socio-linguistic question of the place where the methodology is being applied.

the languages of the country and of the university sometimes struggle to be

present, or not to lose their presence, in the academic context.

And contradictory perceptions may arise with respect to the true value of

EMI practices, on the part both of lecturers and students.

From the perspective of the ecology of languages, EMI should ideally be balanced

and respectful with these other languages, and should be framed within a veritable

policy of support for multilingualism, in the university world.

A further question that differentiates EMI practices, is that of the distinct degrees

of language and content integration, that may occur.

To what extent is the lecturing staff a simple, circumstantial user of English or,

in contrast to this, really anything other than a language teacher?

The question is complex and debatable, because there

are EMI practices with a very high level of language and content integration.

Including even the coordinated teaching-based intervention

by teams of language or language teaching, and content specialists.

But there are many other languages in contrast to this,

in which the integration of language and content is low or even very low.

And in which the teacher feels mostly or completely unlike a language teacher.

The greater of lesser presence of international students in subjects with

EMI, on the other hand.

Also makes more or less necessary, the redesigning of training in such a way that

distinct cultural or intercultural competences are borne in mind.

Attracting a non-local student public, as we have observed,

is one of the objectives of teaching in English at university.

English medium instruction is a methodology with a whole range of nuances

in which it is essential to ensure observation,

analysis of specific circumstances, and teachers decision making.

The teacher's intervention needs to be a conscious practice,

adjusted both to reality and to quality.

EMI in short is far more than the simple operation of translating

the contents of a subject into English.

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