#CoLabOnL2
UNIT 1: EMI Teacher Reflection
Learner: @JohnTabordaG (Unimagdalena,Col)
Trainer: Karen Barto
Tucson, Arizona, USA
2014
PORTFOLIO
ENGLISH-MEDIUM INSTRUCTION (EMI) PROGRAMS: Key Ideas
Ball, P. & Lindsay, D. (2012). “Language Demands and Support for English-Medium Instruction in Tertiary Education. Learning from a Specific Context.” In A. Doiz, D. Lasagabaster, & J. M. Sierra, English-Medium Instruction at Universities: Global Challenges (44-61). Multilingual Matters.
FOUR REASONS FOR EMI PROGRAM
- To attract a greater number of foreign students to the university.
- To offer continuity for students whose scholastic experience had already included CLIL-oriented approaches.
- To allow students greater access to academic source material in their subjects.
- To increase their subsequent possibilities in their labour market.
(CLIL: Content and Language Integrated Learning)
EMI TEACHERS NEED 3 THINGS:
- The coinfidence to deliver a lecture in L2.
- That students understand the discourse and phonetic level.
- To be able to interact spontaneously with the students in any situation.
(L2: Second Language)
KEY ISSUES IN A CLIL CONTEXT:
-
Lecturing to large groups: staging and signposting.
- Clarifying specialist terminology.
- Questioning techniques and dealing with questions.
- Checking undestanding.
- CALP (Cognitive Academic Language Profiency).
- Working with smaller groups/tutorials.
- Classroom management.
- Activity / Task Design and activity variety.
- Helping students deal with texts.
- Maintaining interest / attention.
- Stimulating student participation.
- Beginning and ending sessions.
- Use of multimedia.
- Continuous assessment and feedback (formal and informal).
- Testing - high vs. low language risk: how to be fair.
PORTFOLIO
REFLECTIVE TEACHERS: Key Ideas
Becoming a Reflective Teacher
by Margie Carter, Wendy Cividanes, Deb Curtis, and Debbie Lebo
A reflective teacher...
- examines your own reactions to students or their actions to understand their source.
- is curious about student's play and watches it closely.
- documents details of student's conversations and activities.
- read profesional literature to learn more.
- changes the environment and materials to encourage new play and learning possibilities.
"Each teaching situation is unique"
Teaching is complicated workand requires constant, sensitive, skillful and reflective decision making.
The Six Thinking Lens for Reflective Teaching
1. Knowing yourself
How am I reacting to this situation and why?
What in my background and values is influencing my response to
this situation and why?
2. Examining the physical/social/emotional environment
How is the organization and use of the physical space and materials impacting this situation?
In what ways are the routines, adult behaviors and language undermining or strengthening the children’s ability to demonstrate their competence?
How could we strengthen relationships here?
3. Seeking the student’s point of view
How do I understand the student’s point of view in this situation?
What might the child be trying to accomplish?
What developmental themes, ideas or theories might the student be exploring?
4. Finding the details that engage your heart and mind
What details can I make visible to heighten the value of this experience?
Where do I see examples of children’s strengths and competencies?
What is touching my heart and engaging my mind here?
5. Expanding perspectives through collaboration and research
What other perspectives could enhance my understanding of the meaning of this situation, i.e., perspectives of families, co-workers, colleagues?
How might issues of culture, family background or popular media be influencing this situation?
What theoretical perspectives and student development principles could inform my understandings and actions?
6. Considering opportunities and possibilities for next steps
What values, philosophy and goals do I want to influence my response?
How can I build on previous experiences of individuals and the group?
Which learning goals could be focused on here?
What action should I take from my teaching repertoire and why?
Title
Four reasons for EMI (English-Medium Instruction Program) are:
- To attract a greater number of foreign students to the university.
- To offer continuity for students whose scholastic experiences had already included CLIL (Content and Language Integrated Learning)-oriented approaches.
- To allow students greater access to academic source material in their subjects.
-
To increase their subsequent possibilities in their labour market.
EMI Teachers need 3 things:
- The coinfidence to deliver a lecture in L2 (i.e., secon)
CATT-Unit1-EMI-Teacher-Reflection
By John Alexander Taborda
CATT-Unit1-EMI-Teacher-Reflection
UNIT 1: EMI Teacher Reflection, "CATT-Content Area Teacher Training Colombian Teachers" in the "Center for English as Second Language - CESL". (Tucson, Arizona)
