Universitat Internacional de Catalunya
Instrumental English
Teaching staff
By appointment
Xavier Oliva
xoliva@uic.es
Introduction
This course focuses on a) strengthening the English skills required for students enrolled in the Minor degree in English, b) introducing students to academic English and academic abilities and c) introducing students to practical teaching ideas and activities for the classroom.
Pre-course requirements
It is recommended that students have a level B2 (Common European Framework/ CEF) in English before the start of the course.
Objectives
- To improve students’ ability to study and communicate effectively in English.
- To prepare final-year student teachers for teaching English as a foreign language.
- To prepare final-year student teachers to write and present the Undergeraduate thesis (TFG) in English.
- To familiarize student teachers with the vocabulary and expressions related to the areas of education and social sciences.
After successfully completing this course you should be able to:
- Read and discuss academic texts individually and in groups.
- Listen to and discuss lectures, presentations, interviews, etc.
- Write an academic paper
- Recognize and use academic grammar.
- Develop and use autonomous learning resources.
- Use appropriate teaching language in the classroom
Competences/Learning outcomes of the degree programme
- CEM-43 - To foment speaking and writing skills.
- CEM-44 - To learn and master techniques of oral and written expression.
- CEM-46 - To understand the transition from oral to written expression and be aware of the different registers and uses of language.
- CEM-48 - To manage language-learning situations in multilingual contexts.
- CEM-49 - To recognize and value the appropriate use of verbal and non-verbal language.
- CEM-50 - To be familiar with resources to foment reading and writing, and use them appropriately.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
- CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
- CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
- The student has a communicative competence (phonetic, phonological, grammatical and pragmatic) of the English language.
- The student has an English language proficiency that allows him/her to give and receive classes in this language.
- The student knows how to adapt his/her oral and written English language skills to the needs of his/her future students.
- The student uses body language and dramatization to effectively convey oral messages in English.
- The student learns techniques to encourage interaction in the English language classroom to achieve good collaboration with and between students.
- The student knows the cognitive, linguistic and communicative bases of the teaching of first and consecutive languages.
- The student learns about the main didactic tendencies and techniques for evaluating the teaching of foreign languages and their application to the English language classroom, at different levels.
- The student designs didactic units creatively promoting teaching-learning processes that facilitate the attention to the diversity of students in the English language classroom.
- The student knows the most effective methodological resources in teaching a foreign language.
- The student reflects on the school learning process and the characteristics of his/her future students in order to improve their competence as a foreign language teacher.
- The student knows the basic principles and complexity of teaching school content through English.
- The student has resources to adapt the English language to the educational needs of other subjects and applies them with quality orientation.
- The student knows how to apply new information and communication technologies to the teaching of English as a foreign language.
- The student has skills to promote communication in English, as a vehicular language, achieving good collaboration with and between different professionals in the school environment.
- The student knows how to apply the cultural references of English-speaking countries to the teaching of the foreign language.
- The student uses the different cultural manifestations of the English-speaking countries to foster respect for other cultures.
- The student critically analyses his/her professional performance to become aware of his/her influence on students and thus improve his/her competence as an English teacher.
- The student values the personal relationship with each student and their environment as a quality factor of education.
Syllabus
1. Teaching English to young learners: Language and practical approach
2. Project learning for education
2.1 Service learning project
2.2. Interview project
3. Academic English for Education
3.1 How to read academic papers
3.2. How to write an academic paper
3.3. Basic research skills
3.4 Referencing
Teaching and learning activities
In person
|
Learning activity |
Teaching Method |
|
Theoretical classes |
Lectures |
|
Practical classes |
Resolution of exercises and problems Problem-based learning |
|
Group work |
Cooperative Learning Project Oriented Learning |
|
Online Theoretical classes |
Online Lectures |
|
Online practical classes |
Resolution of exercises and problems (Online) Problem-based learning (online) |
|
Online group work |
Online Cooperative Learning Online Project Oriented Learning |
|
Self-study/ autonomous work |
Project-oriented learning |
Evaluation systems and criteria
In person
- Creating original teaching materials - 20%
- Group project - Academic paper - 10%
- Academic paper - 20%
- Final exam - 50%
Bibliography and resources
Baş, G. (2011). Investigating the effects of project-based learning on students’ academic achievement and attitudes towards English lesson. The online journal of New Horizons in Education, 1(4).
De Chazal, E., & McCarter, S. (2012). Oxford EAP: A Course in English for Academic Purposes. Upper Intermediate, B2. Oxford University Press.
Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners. ELT Research papers, 11(1), 1-24.
Hyland, K. (2016). General and specific EAP. In The Routledge handbook of English for academic purposes (pp. 41-53). Routledge.
Kersten, K., & Rohde, A. (2013). Teaching English to young learners. Language Acquisition and Use in Multilingual Contexts, 107.
Nunan, D. (2010). Teaching English to young learners. Anaheim University.
Out, O. U. T. (2002). Using games in teaching English to young learners. Internet TESL Journal, 8(8).
Poonpon, K. (2017). Enhancing English skills through project-based learning. The English Teacher, 10.
Shin, J. K. (2006). Ten Helpful Ideas for Teaching English to Young Learners. In English Teaching Forum (Vol. 44, No. 2, p. 2). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.