Universitat Internacional de Catalunya

Methods for Teaching English As a Foreign Language 2: Linguistic-Academic Abilities

Methods for Teaching English As a Foreign Language 2: Linguistic-Academic Abilities
6
13763
1
First semester
OB
Main language of instruction: English

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 and 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.

Competencies

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

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.
  • 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

  1. Approaches to teaching receptive and productive skills in the English language.
  2. Genre-based pedagogy: Developing academic writing literacy in English.
  3. Educational digital technologies for language learning and 21st century competences.
  4. Analysis of materials for teaching linguistic skills in English.
  5. Differentiation and language learning in the English classroom.
  6. Creation of materials and teaching units for the English 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)                                           25%

GP       Degree of Participation in Online Forums and Debates             35%

DIE      Design of Teaching Materials                                                     40%

Anti-plagiarism software will be used on all assessed assignments.

Bibliography and resources

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 Writing16, 148-164.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19(1), 37–66.

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.

Rahman, S., & Akhter, A. (2017). Skills Teaching in ESL Classroom: Discrete vs integrated. International Journal of English Language Teaching, 5(4), 32-39.

Rose, D. (2011). Beyond literacy: building an integrated pedagogic genre. Australian Journal of Language and Literacy34(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.