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Martes, 20 de septiembre de 2022
Miércoles, 21 de septiembre de 2022
Contenidos
Curso de 25 horas de certificación (2'5 creds.)
The chief objective of this workshop is to underscore the importance of mastering “real English” for adequate communication in the bilingual classroom. After framing the topic against the broader backdrop of CLIL, EMI, and teacher training needs for bilingual education, the bulk of the session will be devoted to familiarizing participants with the concept of “real English”: updated, relevant language chunks which can be directly applied in the bilingual classroom in order to foster successful communicative interaction and basic interpersonal communication skills in both teachers and students. The session will begin by explaining what is understood by “real English”. It will then flesh out the most outstanding reasons why we should be learning to speak “real English” and expound on who should be learning it, and will finally capitalize on how to identify, keep up-to-date with, and use these “real English” expressions. A batch of originally designed and tried-and-tested activities will then be carried out to work on “real English” for the CLIL classroom. An eminently hands-on approach will be followed in proceeding from the identification to the practice and, ultimately, to the production of these “real English” expressions. The ultimate aim is to encourage participants to become “English watchers” (Swan 2005: 6) and to familiarize them with the chief means to continue being up-to-date with the lexicon which is really used at present in English-speaking countries and which will enhance their fluency and communicative potential in the bilingual classroom.
Tarea solicitada
Evaluation criteria:
- 70%: Attendance to and participation in the face-to-face or synchronous sessions
- 30%: Final task (evaluation criteria: structure and organization; expression; content; personal touch and originality; adequate register).
Participants will have the possibility to choose between two tasks:
OPTION 1: In this final task, we are going to bring together all the knowledge we have acquired throughout the course in order to help you identify “real English” expressions. Please watch an episode of your favourite series in English, listen to song, surf the web for an Internet text, or read through social media posts in order to identify a minimum of ten “Real English” expressions within them, and provide your opinion on them. Please specify the resource, the “real English” expressions within it, and your overall opinion of the series/song/text/post you have examined and of your capacity to identify “real English” expressions.
OPTION 2: All the knowledge you have acquired in this course will now come together in this final task. Individually or with a classmate, please prepare a five-minute excerpt of a sample lecture (it can be conducted interactively if you work in pairs) you would realistically give in one of your subjects, incorporating, in a natural way, a minimum of ten “real English” expressions seen in this subject. Please tape yourself(ves) and send a link to the video.
Ponentes
- Nombre ponente/s
- Dña. Mª Luisa Pérez Cañado
- Institución ponente/s
- Universidad de Jaén
- Breve CV ponente/s
Full Professor at the Department of English Philology of the University of Jáen, Spain, where she is also Delegate of European Universities and Linguistic Policy.
Her research interests are in Applied Linguistics, bilingual education, and new technologies in language teaching. Her work has appeared in over 100 scholarly journals and edited volumes and she is also author or editor of 15 books on the interface of second language acquisition and second language teaching, and editor or member of the editorial board of 18 international journals.
María Luisa has given more than 140 lectures and talks in Belgium, Poland, Germany, Portugal, Ireland, England, Mexico, Brazil, Peru, China, The United States, and all over Spain. She is currently coordinating the first intercollegiate MA degree on bilingual education and CLIL in Spain, as well as four European, national, and regional projects on attention to diversity in CLIL. She has also been granted the Ben Massey Award for the quality of her scholarly contributions regarding issues that make a difference in higher education.
Observaciones
Se recomienda que los asistentes lleven a clase algún dispositivo (móvil, tablet, ordenador portátil) con conexión a internet.