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 a range of fundamental aspects relevant to the teaching of linguistic-academic skills in English: current methodologies, tools, procedures and resources, which will allow students to apply what was acquired in classes to their 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 about and analyse 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.
- To analyse 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
HB01 – The graduate will be able 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.
HB02 – The graduate will be able to formulate judgments based on information that, although incomplete or limited, includes reflections on social and ethical responsibilities.
HB03 – The graduate will be able to report their conclusions and ultimate reasons that support them to specialist and non-specialist audiences in a clear and unambiguous way.
HB04 – The graduate will be able to apply learning skills that allow them to continue studying in a largely self-directed or autonomous manner.
HB05 – The graduate will be able to apply information (oral, printed, audiovisual, digital or multimedia) to the teaching of English as a foreign language.
HB06 – The graduate will be able to apply the skills of critical thinking, problem solving, decision-making or inquiry to the educational reality with the aim of promoting the autonomy, creativity, confidence and personal initiative of the students.
HB07 – The graduate will be able to organize work time based on priorities and learning objectives, promoting self-learning.
HB08 – The graduate will be able to inform decision-making in an argued manner in the field of teaching English as a foreign language.
CP03 – The graduate will be able to develop teamwork effectively in multilingual, multicultural and interdisciplinary, professional and/or academic environments.
Learning outcomes of the subject
HB09 – The graduate will be able to apply models of pedagogical innovation and educational research on the acquisition, teaching and use of English as a foreign language to specific cases, to the specific school context and/or contexts related to education, so that adequately relate the theoretical knowledge acquired to the educational practice.
HB10 – The graduate will be able to critically analyze personal work.
CP05 – The graduate will be able to integrate information and communication technologies in teaching and learning activities, in teaching management and in professional development.
CP06 – The graduate will be able to generate innovative and competitive proposals in professional and research activity.
HB11 – The graduate will be able to explain in public and make presentations with digital support adapted to the different interest groups in the school context (teachers, families, students, etc.).
HB13 – The graduate will be able to differentiate the different methodological approaches and current and innovative pedagogical practices applied to the different educational stages and in bilingual and multilingual contexts.
HB14 – The graduate will be able to effectively apply digital resources for the teaching and learning of the English language.
CP07 – The graduate will be able to plan the process of teaching and learning English as a foreign language, its literature and culture at different educational levels, taking into account the level and previous training of the students.
CP08 – The graduate will be able to design innovative teaching proposals that promote the development of students’ linguistic, multilingual and intercultural skills, according to the requirements of the Common European Framework of Reference for Languages.
CP09 – The graduate will be able to evaluate the development of students’ linguistic competence in English during the different stages of education, according to the requirements of the Common European Framework of Reference for Languages
HB17 – The graduate will be able to express themselves in English, both orally and in writing inside and outside the classroom to undertake all those communicative functions that are typical of the teacher in this language.
Syllabus
- Approaches to teaching receptive and productive skills in the English language.
- Genre-based pedagogy: Developing reading and writing skills in English.
- Educational digital technologies for language learning and 21st century competences.
- Analysis of teaching materials for the EFL classroom.
- Differentiation and language learning in the EFL classroom.
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) 65%
GP Degree of Participation in Online Forums and Debates 35%
Anti-plagiarism and anti-AI (artificial intelligence) software will be used on all assessed assignments.
Bibliography and resources
This list is a recommended bibliography. Specific bibliography for some activities will be given during the course.
Gibbons, P. (2002). Writing in a Second Language Across the Curriculum: An Integrated Approach, pp. 51-76. In P. Gibbons, Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth: Heinemann.
Hill, D. R. (1997). Setting Up An Extensive Reading Programme: Practical Tips. EPER (The Edinburgh Project on Extensive Reading), Edinburgh University.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148-164.
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.
Rose, D. (2011). Beyond literacy: building an integrated pedagogic genre. Australian Journal of Language and Literacy, 34(1), 81-97.
Usó-Juan, E. & Martínez-Flor, A. (Eds.) (2006). Current Trends in the Development and Teaching of the Four Language Skills. Berlin: Walter de Gruyter.
Walsh, S. (2012). Conceptualising Classroom Interactional Competence. Novitas-ROYAL (Research on Youth and Language), 6(1), 1-14.