Título Ponencia. Autor Institución

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Clara Casado Montoya
hace 6 años
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1 VI Encuentro entre Universidades Españolas y Norteamericanas Valencia, 24 Febrero 2017 Plan DOing at UAM: Título Ponencia an EMI framework Autor Institución empowering lecturers to adapt to a new teaching context

2 Content 1. Plan DOing Internationalisation Itineraries Uptake 2. Quality in EMI Accreditation assessment criteria Key areas 3. Reflections on practice

3 Background of Plan DOing Internationalisation Quality assurance

4 Practical training courses & accreditation Plan DOing itinerary A - year long training course (B2) Plan DOing itinerary B: - Intensive EMI course (C1)

5 ITINERARY A REQUIREMENT TEACHERS WITH A B2+ LEVEL (CEFR) COURSE DURATION ENGLISH FOR TEACHING PURPOSES 100 HOURS AT THE END OF THE COURSE C1 (CEFR) CERTIFICATION EXAMINATION

6 ITINERARY B REQUIREMENT COURSE DURATION TEACHERS WITH A CERTIFIED C1 LEVEL EMI INTENSIVE 35 HOURS AT THE END OF THE COURSE STEPS TO EMI ACCREDITATION

7 STEPS TO EMI ACCREDITATION LESSON PLANNING TUTORIAL TEACHING IN ENGLISH 6 ECTS = 60 HOURS FILMED SESSION OF A CLASS (50 MINS.) REFLECTIVE TEACHING PLAN FILMED SESSION PERFORMANCE REPORT POST-FILMING FEEDBACK TUTORIAL FINAL INTERVIEW EMI ACCREDITATION

8 Faculties Science Economics Medicine Philosophy Engineering Psychology Law Education Projects currently involved in Plan DOing 2 Master s programmes 1 Degree programme 1 International programme with Boston University 1 Master s programme 2 Degree programmes 1 Summer school programme of Economics & Business 3 Master s programmes 1 Degree programme 1 Degree programme 1 Master s programme 1 Degree programme 1 Degree programme 1 Summer school programme of Spanish Law, Politics & Economics 2 Degree programmes

9 Content 1. Plan DOing Internationalisation Itineraries Uptake 2. Quality in EMI Accreditation assessment criteria Key areas 3. Reflections on practice

10 Assessment criteria Teacher input Interaction Planning and aims Presenting outcomes Structure & organisation Audio-visual aids Scaffolding Syntax and lexis Functional language Question use Discourse management Raising language awareness Delivery & pronunciation Interaction with audience Interactional modification Asking questions Using groupwork Feedback resources Giving praise Lesson plan Preparation and timing Achievement of main aims/emi aims/personal aims REFLECTIONS

11 Key areas Marking discourse Lesson planning Reflective practice Question use Interaction Classroom language

12 Content 1. Plan DOing Internationalisation Itineraries Uptake 2. Quality in EMI Accreditation assessment criteria Key areas 3. Reflections on practice

13 Reflection on interaction & planning I realise how important the lesson plan is to reflect on the whole teaching-learning process. The planning stage requires reflection about the purposes of each step: goals, contents, activities, assessment. I need to be more concrete and give more details about interactive activities, the rationale behind them, etc. This will help me to describe the stages but more importantly, to reflect on the purpose of each stage from the point of view of the learning process.

14 Reflection on teaching I had never before been exposed to teaching on teaching, neither in English nor in Spanish but since I started teaching last year I realise it s a real need.i don t feel I m working in isolation any more. (Sessional Lecturer, Medicine) I have the feeling that I have improved as a teacher because never before have I had to reflect on how to teach. Many of the aspects covered in the EMI course sound very logical, but I guess you need someone to make you think about them.i think EMI is just as much about teaching as teaching in English specifically. (Senior Lecturer, Physics)

15 Reflection on reflecting I have learnt that reflection and planning are key issues to achieve the learning goals. I strongly believe that I could improve my teaching dramatically if I could spend more time reflecting on why I do, what I do and how I do it. (Senior Lecturer, Finance)

16 How to bridge the gap between academic contexts? By empowering lecturers through linguistic and methodological training, and reflection on practice Is this really constrained by context?

17 How to bridge the gap between academic contexts? By empowering other stakeholders: Extensive language support for students Training plan for administrative staff

18 Thank you!

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