4. Find out teaching habits & perceptions of UPM teachers
Create a model to help UPM content teachers undertake
EMI efficiently
Broaden genre & linguistic repertoires + change mentalities & practices
_ Classroom discourse as versatile + complex
Use their visualizer style (a visual trope!)
Help turn classrooms into spaces of mutual scaffolding
_ An environment for natural FL learning & content with realistic expectations
Make teachers autonomous teaching learners
DIAPOSITIVA 3
6. Educational
Low democratic class dynamics
● Class notion as monolithic teacher chalk-and-talk
● Teachers at blackboard giving back to students
Prestige of research over teaching
● Predominant research commitment
● Logical disregard of didactic matters (Neumann et al 2002)
Recent ‘clilization’ of classes due to Bologna process
●‘Holistic turn’ Transversal skills + LF teaching (Foran 2011)
●‘Multiple reins’ syndrome: insecurities, teachers at a loss
DIAPOSITIVA 5
7. Linguistic (misconceptions)
Wrong idea of EMI as mere translation
● Same class notes but in English
● Same pedagogical routines
Wrong idea that FL fluency guarantees good LF teaching
● Mere indicator of LF teaching potential (i.e. ability to function in LF contexts)
● Does not entail pedagogical qualification (Klaasen & Räsänen 2006)
Reluctance to become linguistic role models
●‘We aren’t teachers of English!’(Airey 2012)
●‘And who teaches us English?'
Unsupported internationalization of UPM
●Teacher training as ‘solitary & mercenary’ initiative
● Genres and language command as students’ responsibility
DIAPOSITIVA 6
8. Remedial (my in-service seminar)
ICE (Instituto de Ciencias de la Educación), UPM
2009-2012 ‘Teacher training for the EMI class within the EHEA’
● 15-16 participants on average, B1-C1
● 20h
● Sociolinguistic dimension
●
Phonetics, intonation, lexico-grammar, body language
■ ‘Situational sociopragmatics’
_ Politeness (metadiscursive repertoires)
_ Genres (register, moves & steps, lexicogrammar)
_ BICS (Basic Interpersonal Communication Skills)
_ CALP (Cognitive Academic Linguistic Proficiency)
■ Desirable class dynamics
_ Interactive lectures, case studies & discussions, team/project
■
work, self-documentation and decision-making TBL, Q&A routines,
marking of lecture phases (Young 1994), preparatory readings, etc.
DIAPOSITIVA 7
9. ●
Course mechanics
■
IDEAL OUTCOME
Diagnostic performance
●
Reflective teaching
_ 45’ max, accessible disciplinary content, free format
■
Video-watch
● Flexibility
to involve
students in active
learning
_ University of Stanford Online (YouTube), MICASE corpus
■
Note-taking + discussion
Capacity to select
(on teaching strategies) strategies
pedagogical
fitting class needs
●
_ Pace
CLASS NEEDS
_ Tone
_ Asides
● Presentation &
_ Humour
communication skills
_ Questions (referential /authentic, display, rhetorical)
● Interpersonal skills
_ Read-outs simultaneous with blackboard calculations
● Planning issues
_ Interruptions
_ Emphatic body language
■
Final diagnose
DIAPOSITIVA 8
12. Focus (impressions /beliefs + performances)
Research Questions
Are UPM content teachers ready for the EMI challenge?
● How do their beliefs tally their performances?
●
■
■
■
■
How participative they think is their teaching?
How do their beliefs differ from their didactic practices?
How engaging is their class discourse?
Do they resort to genre embedding? How much, if so?
Corpus
10 consented diagnostic recordings
● Totalling 174.08 min
●
■
Unexpectedly short! (long samples around 20’)
DIAPOSITIVA 11
13. Population
● N = 18 subject-matter teacher volunteers at UPM
● Enrolled in my ICE training seminar
● Mean age = 41.6
■
25-35 yrs 17%
36-45 yrs 44%
46-55 yrs 39%
16 native Spanish speakers, 1 of Galician, 1 of German
● Disciplines:
●
■
Aeronautical Engineering
Telecommunications Engineering
Civil Engineering
Forestry Engineering
Mining Engineering
Naval Engineering
Informatics
DIAPOSITIVA 12
14. LECTURE
1
LENGTH (in min)
15.54
TOPIC
2
17.55
Introduction to
road construction projects
Source coding
3
14.33
Soils compaction
4
21.20
Sustainable energies
5
14.35
Cartographic systems
6
16.08
Software designs
7
18.02
Noise-absorbing properties of reed
in fitting acoustic enclosures
8
16.59
μ-controllers in electronic systems
9
17.00
Thermal treatment of wastes
10
21.42
Properties of wine and their evaluation
TOTAL
174.08
_____
DIAPOSITIVA 13
15. •What is your usual teaching dynamics? (More than one option is possible)
1) Teacher-delivered lecture
2) Team- and pair-work
3) Autonomous learning (laboratory sessions, multimedia support, reading packages
prepared by the teacher, project work, guided visits)
•Do you consider your classes participative enough?
•What participation rate student/teacher best describes your classes?
•Should that rate be increased? If not, indicate why
•What do you think should be the ideal rate?
•Do you slow down your teaching pace according to the class’s level and needs? And
insist more on certain parts of the syllabus?
DIAPOSITIVA 14
16. •Mark your habitual teaching practices:
1) Start the class inductively (with familiar facts or phenomena or concrete examples to
captivate the audience’s interest)
2) Start the class deductively (with a general law, principle, or theory)
3) Start the class with tangible objects or authentic reports
4) Draw connections between previous contents
5) Repeat/rephrase certain points during the class
6) Ask questions to students
7 ) Use rhetorical questions
8) Exemplify and clarify
9) Summarize class contents at the end
10) Anticipate contents of the current class
11) Anticipate contents of the next class
12) Let other colleagues supervise your classes
DIAPOSITIVA 15
17. •What difficulties do you think you will face when teaching in English?
1) The technical vocabulary of your discipline
2) The situational vocabulary of class interaction
3) The expressions and structures to formulate hypotheses, conclusions, arguments,
verbalize graphic information, evaluate the credibility of information sources, etc.
4) The expressions and structures to link ideas, emphasize relevant points, summarize,
illustrate, contrast, describe, define, express attitude, etc.
5) The expressions and structures of written English to do online tutorials and give feedback,
conduct debate forums, or send e-mails
6) English pronunciation
7) Students’ low proficiency in the English language
8) Students’ mixed abilities in English
9) Assessment issues
10) The need to slow down your teaching pace to ensure the assimilation of contents
11) The elaboration of class materials
12) The adoption of adequate teaching methodologies
13) Your aural comprehension skills to understand what students say
14) Collaboration with other colleagues to plan contents and methodology
DIAPOSITIVA 16
