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DIAPOSITIVA 2

DIAPOSITIVA 3

DIAPOSITIVA 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

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EducationalEducationalLow 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

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Linguistic Linguistic (misconceptions)(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

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Remedial Remedial (my in-service seminar)(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.

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● Course mechanics ■ Diagnostic performance _ 45’ max, accessible disciplinary content, free format

■ Video-watch _ University of Stanford Online (YouTube), MICASE corpus

■ Note-taking + discussion (on teaching strategies)

_ Pace _ Tone _ Asides _ Humour _ Questions (referential /authentic, display, rhetorical) _ Read-outs simultaneous with blackboard calculations _ Interruptions _ Emphatic body language

■ Final diagnose

IDEAL OUTCOMEIDEAL OUTCOME

● Reflective teaching

● Flexibility to involve students in active learning

● Capacity to select pedagogical strategies fitting class needs

CLASS NEEDSCLASS NEEDS

● Presentation & communication skills

● Interpersonal skills

● Planning issues

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http://www.youtube.com/watch?v=pyX8kQ-JzHI

http://www.youtube.com/watch?v=3omwHv3Cmog

http://www.youtube.com/watch?v=hbmf0bB38h0

http://www.youtube.com/watch?v=lPjfbStnWd8

http://www.youtube.com/watch?v=vPQ9a_xIqRg

http://www.youtube.com/watch?v=Ey25vULQ6YM

http://www.youtube.com/watch?v=gZNm7L96pfY

LECTURE TRANSCRIPTSLECTURE TRANSCRIPTS

http://www.youtube.com/watch?v=9DId0iMTN6ohttp://quod.lib.umich.edu/cgi/c/corpus/corpus?c=micase&cc=micase&type=browse&role=all&nss=all&firstlang=all&speecheventtype=LES&acaddiv=all

SOME RECORDED LECTURESSOME RECORDED LECTURES

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Focus Focus (impressions /beliefs + performances)(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’)

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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

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LECTURELECTURE LENGTH (in min)LENGTH (in min) TOPICTOPIC

1 15.54 Introduction to road construction projects

2 17.55 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 _____

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•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?

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•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 reports4) Draw connections between previous contents5) Repeat/rephrase certain points during the class6) Ask questions to students7 ) Use rhetorical questions8) Exemplify and clarify9) Summarize class contents at the end10) Anticipate contents of the current class11) Anticipate contents of the next class12) Let other colleagues supervise your classes

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•What difficulties do you think you will face when teaching in English?

1) The technical vocabulary of your discipline2) 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-mails6) English pronunciation7) Students’ low proficiency in the English language8) Students’ mixed abilities in English9) Assessment issues10) The need to slow down your teaching pace to ensure the assimilation of contents11) The elaboration of class materials12) 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

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