NEW TRENDS IN ELT COURSES

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1 Foreign Languages Institutional Program NEW TRENDS IN ELT COURSES 1. NEW TRENDS IN ENGLISH LANGUAGE TEACHING: AN UPSKILLING COURSE Given by: Ao-koulutus Ltd by The Jyväskylä Education Consortium (Finland) Duration: 20 hrs. (Group 1: July 11 & 12 from 9:00 to 17:00 & 13 from 8:00 to 12:00) (Group II July 13 from 15:00 to 19:00 &14 from 9:00 to 17:00) Modality: 17 hrs. face to face and 4 hrs. online. Venue: Centro Universitario de Arte, Arquitectura y Diseño Calzada Independencia Norte No. 5075, Huentitán El Bajo S.H. C.P REMEDIAL GRAMMAR FOR TEACHERS Given by: EnglishKey Duration: 90 hrs. (9:30 to 14:15) from Monday to Friday ( 7 June 1º. July) Modality: Face to face Venue: English Key Amado Nervo Nº 192 Col. Ladrón de Guevara Guadalajara, Jalisco The objective of this course is to give teachers enough practice with the items of grammar that their students will need to be explained. There are 90 hours in the course. The content of the course is the grammar items of advanced students. It is necessary that participants supplement the topics with readings and listening activities each session. The tutor will

2 correct and model the grammar used by the teacher in each reading and listening session being presented. 3. CLASSROOM ACTIVITIES, INTERACTION AND MOTIVATION Duration: 19 september 23 November Teachers of English without a recognised national/international teaching qualification and/or minimal experience. Participants should have a minimum language level corresponding to B2 on In this course you will learn what kinds of activities help students to learn English well. There are eight units. In the first one you will get to know the course, the learning platform, your tutors and the other participants. In the next six units you will explore some factors we need to consider when choosing, using and adapting activities, such as interaction, motivation and classroom management. 4. TESTING, EVALUATION AND ASSESSMENT Duration: 19 September 02 December This course is suitable for teachers of English who are currently, or intend to be, involved in testing, assessment and evaluation in their professional context. Participants should have a minimum language level corresponding to B2 on This eight-week course is an introduction to key concepts, principles and practices in language testing and assessment, and in the broader area of course and programme evaluation. The course is designed for education professionals with a general interest in language assessment, and for those with a specific professional role in this area. The course is also for those students on the NILE Master s in

3 Professional Development for Language Education who have chosen the elective module in Testing, Evaluation and Assessment, and these MA participants will have extension resources and activities throughout the unit content, as well as individual tutorial opportunities. 5. MATERIALS DEVELOPMENT FOR LANGUAGE TEACHING Duration: 19 September 23 November This course is suitable for teachers of English who already have some teaching experience and want to develop their materials development skills or who are already materials writers. Participants should have a minimum language level corresponding to B2 on This 8-unit course is for all teachers who use materials or produce their own. These may be materials for your own classroom, for sharing with colleagues or even for publication. They may be print or digital. You will explore many aspects of effective materials development from key principles to practicalities. The course is also for those students on the NILE Master s in Professional Development for Language Education who have chosen the elective module in Materials Development, and these MA participants will have extension resources and activities throughout the unit content, as well as individual tutorial opportunities. 6. FOUNDATIONS OF ONLINE TEACHING COURSE Duration: 12 September 23 October 2016 Teachers of English who design or deliver online/blended learning courses.

4 This course promotes awareness of online teaching skills, techniques, and curriculum design. It introduces the major design parameters that make online courses different. It also reflects the communicative nature of the online environment and is based on asynchronous discussion and collaboration. The instructor will model the strategies that you can use in your own online courses or blended courses. You will also experiment with software. 7. GRAMMAR 1: PHRASAL STRUCTURES Duration: 11 July 7 August Teacher of English who needs help developing the metalinguistic competence necessary to discuss grammar in the classroom. Participants should have a minimum language level corresponding to B2 on the Common European Framework. This course, which can be taken in any order with Grammar 2, is not about how to teach grammar because how you teach grammar depends very much on your students and the goals of your program. However, the course does suggest principles to keep in mind when planning grammar instruction. You will also prepare plans for grammar teaching activities and share them with the rest of the class so that everyone develops a bigger bag of tricks to use in their own teaching. 8. SEPARATING DIFFERENCE FROM DISABILITY WITH STUDENTS LEARNING ENGLISH AS AN ADDITIONAL LANGUAGE. Duration: 4-31 July Teachers of English who are working with limited English students in general education, bilingual education, ESOL/ELL education, and special education. Participants should have a minimum language level corresponding to B2 on

5 This four-week course addresses specific issues in assessment, intervention, and identification strategies that are most effective in separating difference from disability. Participants will learn what tools and strategies are available and appropriate to use. RtI models for English language learners will also be explored, focusing on the interpretation of data gathered during the general education intervention problem-solving process, prior to conducting an evaluation for special education. 9. TEACHING READING AND WRITING ONLINE. Duration: 1-28 August English teachers who design or deliver online/blended learning courses. You will get hands-on practice with online tools, techniques, best practices, and strategies for teaching reading and writing online. You will use these tools, techniques, practices, and strategies to develop individual and collaborative projects that are geared toward your student population and teaching environment. Through experiential activities and active participation, you will share ideas and applications of the tools and techniques used in online learning, such as discussion forums, document sharing sites, and other Web 2.0 collaborative environments that help students to develop important vocabulary, reading, and writing skills. 10. TEACHING SPEAKING AND REAL-TIME COMMUNICATION ONLINE Duration: 11 July 7 August 2016 English teachers who design or deliver online/blended learning courses.

6 You will We explore ways to make this aspect of language teaching come alive in real-time in an online context. You will begin with readings in this area to understand the background. During group hands-on work, you will examine and practice with useful applications for real-time speaking. These include voice , voice discussion boards, web conferencing, and instant messaging and conferencing with voice using Yahoo! Messenger and Skype. Each application is considered individually in a hands-on approach that will enable you to work on speaking skills in real-time with your students worldwide. 11. TEACHING VOCABULARY AND GRAMMAR ONLINE Duration: To be confirmed English teachers who design or deliver online/blended learning courses. This four-week course gives you an overview of how you can enrich blended or online teaching of vocabulary and grammar by using selected tools and resources. You will also create online learning materials for students at different levels. 12. BLENDED LEARNING WITH AN INTERACTIVE CLASSROOM Duration: To be confirmed Teachers of English who design or deliver online/blended learning courses. Participants explore mostly free online Internet tools for use with any level of ESL. Many of the tools can enhance traditional face to face or online classes. Tools covered include online game makers, survey makers, word game makers, and online Web publishing. At the end of the class, participants develop an online class using at least one of the tools.

7 13. TEACHING ENGLISH FOR ACADEMIC PURPOSES Duration: To be confirmed.. For those teachers of English with a recognised initial teaching qualification and 1+ year of teaching experience; or extensive teaching experience but no recognised teaching qualification. Participants should have a minimum language level corresponding to B2 on The provision of English for Academic purposes is a growing concern for Higher Education (HE) Institutions in both English-speaking countries and in other countries where graduate and postgraduate programmes are taught, resourced or assessed through English. This has raised many issues including support, cultural expectations and conventions which impact on both the existing and future structure of education. For HE, using English as a medium of instruction raises additional concerns about the extent to which the concerns and conventions of Academic English are relevant across international contexts. The field of EAP is one of diverse and dynamic research, both within institutions as action research projects in response to local problems, and across HE where common concerns have been identified. Consequently, there is a considerable body of theory avaiable as well as a great deal of practical guidance. This course aims to help you to understand the key issues involved in the design and delivery of EAP and will help you not only develop skills in the practical aspects of EAP instruction, but gain critical awareness of the theory behind it.

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