¡Bienvenidos a los participantes del seminario IDEA!
Aquí pueden descargar recursos adicionales relacionados con la presentación: un traducción del marco Competencia Docente Intercultural de Dmitrov y Haque , y también los artículos completos en inglés a los que me referí durante la conferencia.
Nuestros alumnos viven una realidad académica y profesional globalizada. Sabemos que incorporar una dimensión internacional o intercultural a nuestra práctica docente puede incrementar su aprendizaje y mejor prepararlos para el mundo. Pero ¿dónde empezar para internacionalizar el aula? Exploraremos estrategias y herramientas prácticas para aplicar la competencia docente intercultural en la instrucción y el diseño curricular.
La internacionalización del currículum es uno de los pillares de la UDD, y el cuerpo docente demuestra un compromiso impresionante con el proceso de incorporar elementos globales, internacionales o interculturales a su práctica docente. Siempre es un placer intercambiar ideas y aprender junto a ellos.
I’d rather be back in Harrogate, soaking in all the Yorkshire vibes and re-living IATEFL 2014, the last IATEFL to be held in Harrogate (itwas an action-packedconference). But online is the next best thing and I look forward to not having to overcome jet lag.
I present on Saturday at 3:35pm UK time / 11:35am Halifax time. Here’s my talk description; slides aren’t quite finished yet but I’ll put them up soon. 😉
Defining “Good Writing”: Ideology in Canadian University Language Policy
The textual characteristics of good academic writing are communicated via language policies at many Canadian universities. Correction keys, marking codes, grading criteria or rubrics at the course, departmental, faculty or institutional level guide the teaching and assessment of academic writing. These descriptions of good writing on the lexical, grammatical and organizational level are not neutral, however; in many cases they embody covert attitudes and ideologies around “writtenness” (Turner, 2018) that place value on a specific type of academic writing. In the plurality of Englishes thriving in the linguistically-diverse setting of the contemporary Anglophone Canadian university, these policies around “good writing” often centre certain Englishes while marginalizing others. In this session, participants will critically examine commonly-held definitions of “good writing”. We will unpack the covert attitudes and ideologies that influence how we teach and evaluate academic writing in linguistically-diverse higher education settings. After presenting the concept of “writtenness” and related ideologies, a case study of a discursive analysis of piece of language policy from a Canadian university will be presented. Then, the role of teachers in implementing, appropriating and resisting language policy will be discussed. Alternatives for teaching and policy-making around academic writing for practitioners in higher education contexts will be proposed.
Turner, J. (2018). On writtenness: The cultural politics of academic writing. London: Bloomsbury Publishing.
Before COVID-19, I will admit I didn’t know a whole lot about teaching EAP or any language online. Using technology to complement face-to-face teaching had long been an interest of mine, but best practices for designing and delivering a 100% online EAP course was a new area for me. But, when the pandemic hit, there was no time to sit around twiddling our thumbs–as a department, we had to proceed with first emergency remote teaching to finish up the winter semester, and then transition of all our English language courses and programs to online mode, as soon as possible.
EAP in higher education institutions falls into this weird space (third space? :), as it draws from pedagogies in higher ed as well as those from more general English language teaching. So in terms of tips, tricks and advice for online teaching and learning, there are two pools of information to be drawn from, which is great. But you have to filter out what’s irrelevant for EAP teaching (i.e. online assessment for biology labs or first-year classes of 200 students; or tips for teaching English online via CLIL to young learners).
So where did I go? I have learned a lot about online education in the last few months from a variety of people and sources:
Twitter, as always has been a great source of professional development and knowledge. In particular, lots of useful stuff has come through via the hashtags #AcademicChatter for general HE, #CdnELTChat for general ELT and #tleap for EAP-specific discussions.
There was an amazing #CdnELTChat held on May 12 (summary here) with instructional designer Linda Manimtim where there was a great discussion about applying the principles of instructional design to language teaching.
The BALEAP email listserv has a lot of lively discussions, and the BALEAP TELSIG has held several webinars and events around online EAP.
Universities’ Centres for Learning and Teaching/Teaching Excellence, etc. (they seem to be called something different at every institution), such as Dal’s Centre for Learning and Teaching, have great blog posts, Twitter discussions and webinars about online teaching and learning in HE.
Nathan Hall’s blog is an amazing resource on individual digital tools and other aspects of online teaching and learning of languages.
I recently did a workshop for teachers at East Coast Language College about teaching English online, where I could share some of this knowledge I’ve gained and discuss the experiences we’ve had at Dalhousie as we’ve transitioned more than 1000 hours of EAP and ESP curriculum to 100% online. Here are the slides from that talk:
“English-only” policies—where use of students’ first language (L1) in the classroom is associated with a punitive response—are common in many English language programs. Received wisdom has long framed a monolingual “English-only” environment in many contexts as the most effective way to maximize English language use, and thereby promote the development of fluency, confidence, and communicative and strategic competence that may come with it. However, increasing research shows the advantage of moving away from a monolingual approach to a multi- or plurilingual approach, which gives space to all the languages in a student’s linguistic repertoire along with English, including their L1. Research shows well-implemented policies of this nature can contribute to more effective and deeper language learning via increased target language use, motivation, and agency.
In this presentation, participants will discover some of the latest research findings showing the increased learning outcomes, motivation and equity associated with plurilingual classroom and course policies in different ELT settings. We will also explore some of the challenges in developing and implementing such policies with teachers and students through a case study from a Canadian English language school.
I cite a few articles in the talk; links are below. Here is a link to the CEFR 2017 Companion volume. Both the selection of very recent research on plurilingual approaches in Canadian HE and EAP are great reads, as is Hall and Cook’s (2012) state of the art articles on own-language use in ELT.
Exploring Teaching and Learning in English for Academic Purposes
The practice of teaching and learning EAP may look quite different across different settings in Nova Scotia and around the world. Are there unique aspects of EAP pedagogy which unite these diverse contexts? Does preparing students for their future degree program in English necessitate a different approach to teaching and learning, or is EAP simply an extension of general English teaching? In this talk, we discuss whether there is a ‘signature pedagogy’ (Shulman 2005) for English for Academic Purposes. Through an exploration of a variety of current approaches to good teaching practices, participants will be invited to reflect on these questions and their own EAP practice in light of the diversity of pedagogies in the field.
I recently came across a video by CBC News called How to Talk about Indigenous People in Canada, featuring Inuk journalist Ossie Michelin, that I think would be a great classroom resource for those teaching in Canada. It’s language-focused, explaining the levels of specificity of different terms related to indigenous peoples in Canada and some aspects of use. It’s also extremely clear, concise and explanatory, which ideal for those who might not have extensive background knowledge on indigenous peoples in Canada–such as newcomers to Canada or many Canadians of a white settler background whose schooling in this area may be lacking.
I’ve had several students over the years who have come to the classroom without the nuanced and complete linguistic repertoire needed to talk about complex and historically-rooted social issues such as identity, privilege, racism or colonialism. In some cases it seems apparent that they’ve only been exposed to or learned words and terms that reflect the systemic racism present in pop culture and mainstream society, but lack knowledge of the heavy social and historical baggage and power some of those words carry.
I consider it part of my duty as a language teacher to first get myself informed as to the more appropriate and socially just linguistic choices to make when talking about complex issues (and keep myself informed as society and language, evolve and change), and then to pass that knowledge on to my students.
ELT conference season has begun! I’m currently in Glasgow, taking in the 51st IATEFL Conference. I’ll have write ups on some of the sessions I’m seeing in a blog post to come.
My presentation, Diverse Approaches to Academic Writing at a Canadian University, is Wednesday, April 5, at 17:25, in the Lomond Hall. Here’s the description:
This talk details an original research project exploring L1 and L2 approaches to academic writing instruction at a Canadian university through accounts from students and instructors. Results reveal how both experience the differing epistemologies, pedagogies and language norms of these two approaches. Implications for curriculum, methodology and professional development are discussed.
I recently posed this question on Twitter, and got a variety of responses. Some agreed that it was helpful but not necessary, and others pointed out that knowing IPA is one thing, but knowing the phonology and phonetics that underlie it, and also knowing if/how to use it in class, is another.
I still think that any teacher worth their salt should know it, though. At least the IPA for the sounds of English. Here are my reasons, in no particular order.
Credibility. Many of our students know it. (Especially those from certain countries in Asia). Many (though not all, of course) learner’s dictionaries use it. Isn’t there a lack of credibility if the teacher doesn’t know what seems to be a pretty common tool in ELT?
Phonological awareness for teachers. In learning the IPA for the phonemes of English, one could assume the teacher has come to the realization of just how many phonemes there are in English, how some of the closer vowel phonemes, for example, resemble each other but are different, and how there is a discrepancy between the sound system and the writing system of English. It is not a given that someone will have gained this awareness simply by learning IPA, but I think you could assume this happens in many cases. This awareness is invaluable for teaching pronunciation and speaking. Our subject matter as English teachers is language, and it is our duty to deepen our knowledge not just of grammar and use, but of the sound system as well.
Phonetic awareness for teachers. This one could be even less of a given that the point above, but if a teacher learns the descriptive name for each of the symbols (e.g.: /p/ voiceless bi-labial stop) they will hopefully gain awareness of the place and manner of articulation of the sounds of English, which is also important for the teaching of pronunciation.
Precision in the classroom. Though the nuances on how and if to use IPA in the general English classroom are debated, it’s just a concise tool for raising students’ phonological and phonetic awareness. If English had a one-to-one grapheme to phoneme relationship, it wouldn’t be so necessary. But alas, IPA is just a concise way to break students’ habit of speaking English as it is spelled. I don’t know how you can take the teaching of pronunciation beyond “No, just say it more like ME!” if you don’t have the tools to precisely think about and describe the sounds of English. If you didn’t know the types of and names of verb tenses and how they were composed, it would be hard to teach grammar. Isn’t this the same thing?
Cross-linguistic potential. This is a minor one, but since IPA is cross-linguistic, it can be a neat way to compare the sounds of English to your students’ L1 and talk about they ways they are similar and different. It’s also useful for writing down and correctly pronouncing your students’ names.
Any reasons I’ve missed? Do you think that IPA is a must for English teachers?
PS: I’m going to cheekily add that in my experience the people who I’ve had most insistently argue that knowing IPA isn’t necessary have not known it themselves. 🙂
I’m doing a webinar on March 7 with English Online called “Why is English so weird?” Looking to History to Answer Tough Learner Questions.
Here’s the description:
The particularities of English orthography, vocabulary and pronunciation are stumbling blocks for many learners. However, what may appear to be random makes sense if one looks at the history of the English language, and knowledge of this history can therefore shed light on how we handle common student questions. This presentation is aimed at new teachers or experienced educators wanting to refresh their approach to questions perennially present in our day-to-day teaching. Classroom activities aimed at developing learners’ language awareness, with a focus on the influence of the history of English on its present-day form, will be discussed.
It’s only 30 minutes, so I don’t intend it to be a comprehensive survey of the history of English, but rather a look at some of the things that have influenced the English language over the years that have resulted in features present in modern day English that are perplexing to learners. I”m really into bringing linguistic awareness into the classroom, so I’ll share some activities to get learners thinking about language as a system, as opposed to a series of random, disconnected phenomena.
I’m really excited about this. We offer a free ESL/EAP workshop series here for students enrolled at the university, and I developed one looking at this very topic. I then went ahead and named it something super boring and dry sounding (The History of English!), so the turnout was small, but the attendees were very keen to finally have explanations for aspects of English that had always just been explained to them as random exceptions or inexplicable. I’m looking forward to sharing a lot of the material I developed for that workshop to teachers via this webinar. (We’re also planning to re-name the student workshop and offer it again in an upcoming semester!)