Universitat Internacional de Catalunya
Methods for Teaching English As a Foreign Language 2: Linguistic-Academic Abilities
Other languages of instruction: Catalan, Spanish
Teaching staff
Introduction
The growing importance of English as an international and global language, its introduction at school at increasingly younger ages and the competency-based approach to language teaching have radically changed the needs, objectives and realities in the area of the teaching and learning of English as a foreign language (EFL). Therefore, schools need professionals who are not only fluent in the English language but also have advanced teaching skills and competences necessary to be able to respond effectively to the current demands of the school context.
The general objective of the subject EFL Teaching Methods II is to provide EFL teachers the necessary theoretical and practical knowledge and appropriate skills to teach linguistic-academic skills (oral and written comprehension and production) in English at different educational levels, efficiently applying a range of current and innovative theoretical models and teaching approaches. The course will take a theoretical and practical look at different fundamental aspects relevant to the teaching of linguistic-academic skills in English. It will also explore current methodologies, tools and useful resources to apply in the English classroom, as well as how the Common European Framework of Reference for Languages (CEFR) applies to the teaching and learning of English skills. Students will be provided a set of tools and procedures for creating teaching materials and proposals for educational intervention in the area of English language at school. This will allow them to apply the theory acquired in classes to the classroom reality and successfully develop the EFL teaching-learning process in the classroom.
Pre-course requirements
A B2 level of English (under the Common European Framework of Reference for Languages) is recommended in order to follow the course, as well as knowledge of oral and written academic English.
Objectives
- To learn the main characteristics of the Common European Framework of Reference for Languages (CEFR) and how it applies to language teaching and learning.
- To learn about and analyse the traditional and current methodological approaches used to develop linguistic-academic skills (comprehension and production) in the English classroom at different educational stages.
- To learn about and apply the strategies, techniques and resources for teaching linguistic-academic skills in the English classroom.
- To analyse and evaluate the development of students’ linguistic-academic skills in English at different educational stages, according to the requirements of the Common European Framework of Reference for Languages.
- To design teaching materials and proposals for educational intervention aimed to develop linguistic-academic skills and which are adapted to the needs of the educational context.
Competences/Learning outcomes of the degree programme
BASIC AND GENERAL COMPETENCES
CB7 - To know how to apply the acquired knowledge and problem-solving abilities in new or little-known environments within broader (or multidisciplinary) contexts related to one’s area of study.
CB8 - To be able to acquire knowledge and deal with the complexity of formulating judgments based on information that, although incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of one’s knowledge and judgments.
CB9 - To know how to communicate one’s conclusions and the latest knowledge and the supporting arguments to specialist and non-specialist audiences in a clear and unambiguous way.
CB10 - To possess the learning skills that allow one to continue studying in a way that will be largely individual or autonomous.
CG1 - To search for, obtain, process, summarise and communicate information (oral, printed, audiovisual, digital or multimedia-based), transform it into knowledge and apply it to teaching English as a foreign language.
CG2 - To develop critical thinking, problem-solving, decision-making or inquiry skills, and apply these to educational reality with the aim of promoting students’ autonomy, creativity, confidence and personal initiative.
CG3 - To manage work time based on learning priorities and objectives, promoting self-learning.
CG4 - To communicate decision-making in the field of teaching English as a foreign language based on solid arguments.
CG6 - To be able to effectively work as a part of a team in multilingual, multicultural and interdisciplinary professional and/or academic environments.
TRANSVERSAL COMPETENCES
CT1 - To apply pedagogically innovative models and educational research on the acquisition, teaching and use of English as a foreign language to specific cases, to a specific school context and/or contexts related to education, so that the theoretical knowledge acquired is suitably connected to the educational practice.
CT2 - To critically analyse one’s own work and use appropriate resources and strategies to achieve professional improvement.
CT3 - To incorporate information and communication technology (ICTs) into teaching and learning activities, teaching management and professional development.
CT4 - To generate innovative and competitive proposals in professional or research activity.
CT5 - To express oneself in public and give presentations with digital support adapted to the different interest groups in the school environment (teachers, families, students, etc.).
SPECIFIC COMPETENCES
CE3 - To analyse the diversity of current and innovative methodological approaches and pedagogical practices applied to different educational stages in bilingual and multilingual contexts.
CE4 - To effectively apply digital resources for the teaching and learning of English and manage and promote computer-assisted language teaching programmes.
CE5 - To plan the process of teaching and learning English as a foreign language and its literature and culture at different educational stages, taking the students’ level and previous knowledge into account.
CE6 - To design innovative teaching proposals that promote the development of students’ linguistic, multilingual and intercultural competences, based on the requirements of the Common European Framework of Reference for Languages; while also promoting reflection, openness and respect towards other languages and cultures.
CE7 - To analyse and evaluate the development of students’ linguistic competence in English at different educational stages, based on the requirements of the Common European Framework of Reference for Languages.
CE11 - To use academic skills in English, both orally and in writing inside and outside the classroom as well as all the communication techniques typical of teachers of this language.
Learning outcomes of the subject
The learning outcomes will be linked to the selected competences in each case. Among others, the following stand out:
Students should be able to:
- Analyse the diversity of current and innovative methodological approaches and pedagogical practices applied to the different educational stages in bilingual and multilingual contexts.
- Effectively apply digital resources for English language teaching and learning and manage and promote computer-assisted English language teaching programmes.
- Plan the process of teaching and learning English as a foreign language, while taking the level and previous knowledge of the students into account.
- Develop innovative projects aimed at the analysis and improvement of teaching practices using information and communication technology (ICTs).
- Design innovative didactic proposals that promote the development of the linguistic, multilingual and intercultural competences of the students, based on the requirements of the Common European Framework of Reference for Languages; while also promoting reflection, openness and respect towards other languages and cultures.
- Analyse and evaluate the development of the students’ linguistic competence in English at different educational stages, based on the requirements of the Common European Framework of Reference for Languages.
- Implement the different aspects of communicative competences as well as academic skills in English, both orally and in writing inside and outside the classroom, and use all the communication techniques typical of teachers of this language.
Syllabus
- Introduction. Traditional approaches and methods for teaching linguistic-academic skills in the English language.
- Common European Framework of Reference for Languages (CEFR) and the competency-based curriculum.
- Task-based learning, cooperative learning and the development of linguistic-academic skills in the English classroom.
- Techniques, digital resources and materials for the teaching of oral and written comprehension and production skills.
- Genre-based pedagogy: the development of reading and writing skills in English.
- Assessment of linguistic-academic skills in English.
- Creation of ICT-based materials and teaching units and/or proposals for educational intervention in the area of the English language.
Teaching and learning activities
Online
Online teaching methodology
OL Online lectures
OP Online practical classes
CS Case studies
PBL Project-Based Learning
Online teaching and learning activities
CML Online Lectures
CPL Online Practical Classes
FDV Online Forums and Debates
TI Individual Autonomous Work
TG Group Autonomous Work
Evaluation systems and criteria
Online
PT Online Presentations (or via videos) 35%
GP Degree of Participation in Online Forums and Debates 30%
DIE Design of Teaching Materials and/or Proposal of an Educational Intervention 35%
Bibliography and resources
Black, P., Harrison, C., Lee, C., Marshall, C. & Wiliam, D. (2003). Assessment for Learning. Putting it into practice. Buckingham: OUP.
Brown, H.D. (2002). English Language Teaching in the “Post-Method” Era: Toward Better Diagnosis, Treatment, and Assessment. In J.C. Richards & W.A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice, pp. 9-18. Cambridge: Cambridge University Press.
Figueras, N. (2012). The impact of the CEFR. ELT Journal, 66 (4): 477-485.
Gibbons, P. (2002). Writing in a Second Language Across the Curriculum: An Integrated Approach. In P. Gibbons, Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, pp. 51-76. Portsmouth: Heinemann.
Hill, D.R. (1997). Setting Up An Extensive Reading Programme: Practical Tips. EPER (The Edinburgh Project on Extensive Reading). Edinburgh: Edinburgh University.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16: 148-164.
Jones, J. (2005). Developing effective formative assessment practices in the primary modern foreign language (MFL) classroom. Encuentro, 15: 39-47.
Mills, K.A. (2008). The Seven Habits of Highly Effective Readers. In Proceedings Stories, Places, Spaces: Literacy and Identity, National conference by the Australian Literacy Educators' Association (ALEA) and Australian Association for the Teaching of English. Adelaide, SA.
Nunan, D. (2011). Task-Based Language Teaching (7th Edition). Cambridge: Cambridge University Press.
Rose, D. & Martin, J. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. Sheffield: Equinox Publishing.
Richards, J.C. & Rodgers, T.S. (2014). Approaches and Methods in Language Teaching (3rd Ed.). Cambridge: Cambridge University Press.
Usó-Juan, E. & Martínez-Flor, A. (Eds.) (2006). Current Trends in the Development and Teaching of the Four Language Skills. Berlin: Walter de Gruyter.