Reflections on teaching in English-medium courses

Transcription

1 Reflections on teaching in English-medium courses Centre for Internationalisation and Parallel Language Use (CIP) Joyce Kling CBI vs EMI What s the difference? Content-based Instruction Language course English-medium Instruction Content course Definition Brinton, Snow, & Wessche (1989) define content-based instruction (CBI) as the "concurrent teaching of academic subject matter and second language skills" (p. 2). Definition Dickey (2001) defines instruction where the "content" is a substantive academic course, rather than a support to a substantive course or a means to introduce language learning.

2 CBI vs EMI what s the difference? Content-based Instruction Example: Students, domestic or international, taking English classes at a universities that teach English language skills through the use of content based topics English-medium Instruction Example: International students taking regular academic courses at universities for degree completion conducted in English BICS & CALP basic interpersonal language skills - BICS years cognitive academic language proficiency CALP 5-7+ years Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19,

3 The EMI content classroom Danish NS speaker -- content instructor in Danish Danish NS homogenous student population Danish NS Danish NS content instruction in FL1 (English) NS variety (Not Danish or English NS) English NS Three possible problematic areas for international students: 1.Note taking and comprehension 2. Lack of confidence 3. Unfamiliarity with classroom culture & expectations Kim, S. Teaching international students across the curriculum: Supporting academic listening/speaking.

4 Recommendations for secondlanguage lectures Speak openly about EMI Create more opportunities for students to speak Allow sufficient time after the lecture for students to ask questions Introduce new material with caution Assign readings prior to lecture Support lecture with other forms of media Airey, J. & Linder, C. (2006). Language and the experience of learning university physics in Sweden. European Journal of Physics, 27(3), Supporting Students Academic Listening / Speaking in a foreign language Lecture outline notes with gaps Classroom assessment techniques for checking student comprehension Additional in-class techniques & strategies Explicit verbal signals Summarizing Repetition

5 Linguistic Support Vocabulary lists of domain specific words academic word list Pronuncation words / intonation Gambits Discourse markers Interaction techniques Important communicative tasks Presenting highly complex content material to students, on the basis PPT slides or other visual aids but without a manuscript Explaining domain-specific terms and concepts Presenting a case or assignment, describing administrative details Clarifying, paraphrasing or restating concepts and main points Asking questions to students Understanding student questions Responding to student questions Dealing with unclear questions or misunderstandings and negotiating meaning

6 Target Language and Professional Preparation (Pasternak & Bailey, 2004, p. 163) The overall certification result is based on a combined assessment of the lecturer s fluency, pronunciation, vocabulary, grammar and interaction skills in English for university teaching 5: The lecturer has demonstrated English language proficiency for university teaching equivalent to that of a highly articulate, welleducated native speaker of English. The lecturer has been certified to teach English-medium courses. No training is required. 4: The lecturer has demonstrated excellent English language proficiency for university teaching. The lecturer has been certified to teach English-medium courses. No training is required. 3: The lecturer has demonstrated good English language proficiency for university teaching. The lecturer has been certified to teach English-medium courses. No training is required, but training may be beneficial in one or more of the assessed areas. 2: The lecturer has demonstrated less than sufficient English language proficiency for university teaching. The lecturer has not been certified to teach English-medium courses. Training is required. 1: The lecturer has demonstrated limited English language proficiency for university teaching. The lecturer has not been certified to teach English-medium courses. Significant training is required.

7 What is CIP? Research and training centre for the enhancement of English and Danish language skills for employees and students at the University of Copenhagen CIP s main objectives To develop a strategy for the enhancement of foreign language skills at the University of Copenhagen To develop and apply target group specific needs analyses and diagnostic language tests To offer research-based language courses in Danish and English which are tailored to the individual's language needs To be a resource centre for parallel language use

8 Parallel language use The use of parallel languages refers to a situation in which two languages are considered equal in a particular domain, and where the choice of language depends on what is deemed most appropriate and efficient in a specific situation. At the University of Copenhagen, the use of Danish and English is determined by the principles of parallel language use. Research activities main areas Research on how to uncover and meet the foreign language requirements of individual target groups in higher education Research on the relationship between the medium of instruction and the quality of teaching and learning in university education E.g. case study on a course run in both Danish and English by the same teacher E.g. Questionnaire survey investigating the teaching staff s attitudes towards the use of English in university teaching Collect the latest national and international research information and serve as the Danish clearing house for the university sector Investigate the language needs of various groups across the University of Copenhagen Develop and apply target group specific needs analyses and diagnostic language tests. These methods also function as the basis for CIP s language courses; can also be used for the certification of language skills