Designing and Implementing a Professional Programme for ICLHE Teachers
Beyond Linguistic and Communicative Competence
Bibliographic Data
| ID | 21805409 |
|---|---|
| Authors | Vicky Gil (Universidad de Zaragoza), Pilar Mur-Dueñas (0000-0001-8966-1013, Universidad de Zaragoza), Pilar Mur Dueñas |
| Year | 2023 |
| Volume | 14 |
| Issue | 4 |
| Pages | 1013-1022 |
| Publication date | 2023-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Language Teaching and Research (JOURNAL) |
| Journal identifiers | ISSN: 1798-4769 • E-ISSN: 2053-0684 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/jltr.1404.19 |
| OpenAlex | W4382795615 |
| Language | EN |
| References cited | 11 |
English Medium Instruction (EMI) is being fostered by universities across the world to promote their internationalization with an increasing number of courses taught through English both at graduate and postgraduate level. This requires university lecturers to be offered opportunities for professional development. It is the aim of this paper to present an extended training programme -CLIC@unizar (Content and Language Integrated Competences at the Universidad de Zaragoza)- developed at our institution which seeks to foster not only the communicative skills but also the pedagogical skills of those lecturers teaching through the medium of English or who are planning to do so. The training itinerary is grounded on previous research on EMI professional development programmes, English for Academic Purposes (EAP) and English for Specific Purposes (ESP), and methodological principles promoting the students’ active role and their development of communication and digital competences. The use of digital tools and technologies which promote online collaboration, especially HyperDocs and Google Apps for Education (mostly Google Docs, Google Slides, and Google Forms), has been integrated in the itinerary following the SAMR Model (Puentedura, 2013). The use of these digital tools has allowed us to include multimodal ways to provide participants with input, make them interact with the material, with us and among themselves, and produce output as demonstrations of their learning. It is essential to make ICLHE (Integrating Content and Language in Higher Education) teachers aware of their need to adapt their methodology or adopt new ones to be effective in their teaching in an L2
Business · Communicative competence · Ell · English for specific purposes · Internationalization · Mathematics education · Pedagogy · Professional development · Sociology · Teaching method · Computer Science · Educational Technology in Learning · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Techniques and principles in language teaching
Bics and Calp
Input, Interaction, and Second‐language Acquisition
English Medium Instruction
Addressing the research gap in teacher training for EMI
‘I have discovered new teaching pathways’
The training and accreditation of teachers for English medium instruction
The English-medium paradigm
Repositioning English-Medium Instruction in a Broader International Agenda
Main Challenges of EMI at the UCLM
At the Crossroads of Tesol and English Medium Instruction
| Highly cited | No |
|---|