English for Researchers 9785696051352

Citation preview

Министерство науки и высшего образования Российской Федерации Южно-Уральский государственный университет Кафедра иностранных языков

Ш143.21-9 В689

К.Н. Волченкова, А.Ф. Брайан

ENGLISH FOR RESEARCHERS: ENGLISH MEDIUM INSTRUCTION Учебное пособие 2-е издание, дополненное

Челябинск Издательский центр ЮУрГУ 2020

ББК Ш143.21-923 В689 Одобрено учебно-методической комиссией института лингвистики и международных коммуникаций Рецензенты: Гетманская М.Ю., Возгова З.В.

В689

Волченкова, К.Н. English for Researchers: English Medium Instruction: учебное пособие / К.Н. Волченкова, А.Ф. Брайан. – 2-е изд., доп. – Челябинск: Издательский центр ЮУрГУ, 2020. – 109 с. Пособие предназначено для развития умений иноязычной академической речи магистров филологических специальностей, аспирантов, молодых ученых и научно-педагогических работников университета. Целью пособия является развитие иноязычной компетенции в области чтения лекций на английском языке, организации и проведения семинаров, лабораторных занятий участия в академических дискуссиях. Пособие представляет собой теоретический и практический материал, разбитый на модули. В теоретических модулях рассмотрены вопросы, направленные на изучение понятия EMI (English Medium Instruction), современных образовательных технологий, основ образовательного процесса, стратегий обучения на английском языке. В практических модулях представлен комплекс заданий на отработку коммуникативных умений преподавателя вуза, читающего лекции на английском языке. Пособие призвано помочь магистрам филологических специальностей, молодым ученым, научно-педагогическим работникам разработать курс лекций на английском языке в соответствии с требованиями интернационализации системы высшего образования. ББК Ш143.21-923

© Издательский центр ЮУрГУ, 2020

ISBN 978-5-696-05135-2 2

Unit 1 What EMI is This unit covers:       

What EMI means The key reasons why universities offer EMI The key criticisms of EMI Personal attitudes to EMI and teacher identity Self-assessed language needs English language proficiency of teachers Qualities of an EMI teacher

Lead-in Discuss in groups of three. 1. In pairs, look at the four pictures. They all show examples of what? Give a one-word answer. 2. How would you decipher the acronym EMI? 3. In an EMI classroom English serves as a vehicular language. Could a language other than English be used as a vehicular language? Give an example if you can. 4. Why do you think English is a popular choice for use as a vehicular language?

Active vocabulary Learn the active vocabulary of the lesson 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

EMI vehicular language to put pressures on language background to motivate engagement with policy makers means of assessment to bridge the gap content understanding code-switching default language content teacher ELF (English as Lingua Franca) inhibition comprehension

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Task 1. Read the definition of EMI below. In pairs, answer the following questions: a. Is teaching Engineering in English in Australia an example of EMI? b. Should teaching English, using only English, in Russia be considered as EMI? Julie Dearden (2014) defines EMI as: The use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English. Task 2. The map below shows the countries, which participated in Dearden’s survey of EMI around the world. 1. Which country on the map should not be included, according to the definition in 3? 2. Are there any citizens of that country to whom EMI teaching might be relevant?

Task 3. Read the text and provide the evidence to the idea that it is not easy to give a precise definition of EMI.

Defining EMI The definition of English as a medium of instruction (EMI) is, surprisingly, not as simple as it might seem, with EMI contexts tending to be quite different from each other. Moreover, the implications of the decision to teach through English in higher education vary greatly depending on the location and reasons for this decision, and this can put different pressures on teachers and students from a variety of first language backgrounds who now have to succeed using English. EMI often presents a substantial challenge to policy makers and universities when it is implemented. To motivate engagement with English in universities, some institutions begin by placing English as the medium of assessment, hoping the pressure of having to write assignments and deliver projects in English will force students and staff to use English in their practices. This policy often involves a period of transition, where other languages are used with English in order to bridge the gap between the abilities students will need to pass the course in English, and the content understanding that needs to be developed in order to pass the course at all, and this is often achieved most effectively in students’ first languages.

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The extent to which a mixture of languages can be used on EMI programmes can depend on the language backgrounds of students studying on the programme. If there is another dominant language (other than English) that students and educators can understand, more negotiation between languages is possible, and variations in the amount of English used can often be apparent, or code-switching can be used to enhance students’ understanding and build on the language resources available the class besides English. In these situations, students can switch between languages in seminars and lectures to understand the English content more fully. In situations where the capacity to study through English attracts a diverse student population, and therefore no other commonly understood language is available, English becomes the default language of administration, the classroom and the assessment tasks. These situations can benefit from the opportunity for genuine intercultural communication through English, but also present challenges to educators who have no other common language to go to when they want to clarify meaning or check understanding. A final point about EMI is that different disciplines and programmes have different linguistic requirements in EMI contexts. Many occupational areas require both written and spoken work from students, which puts a greater pressure on the educators and institutions to support different kinds of academic engagement. For example, medical fields can involve assessment through oral exams or roleplays, as well as written exams and research projects. Using English on such programmes puts more pressure on students and staff than a course that has just one written assignment. Therefore, EMI is a diverse phenomenon, and each EMI setting can have a very different relationship with English. Policies and resources are often aimed at either supporting the use of English or preventing potential damage to the quality of learning that could accompany the use of English. Vocabulary Practice

Task 4. Complete the gaps 1. The introduction of EMI can_____________ teachers and students from a variety of first language backgrounds.

A. policy makers

2. EMI often presents a challenge to ________________ when it is implemented. 3. Some institutions place English as the ____________________ hoping the pressure to apply English will force students and staff to master it. 4. To pass the course delivered in English students need to develop the skills of ______________________. 5. In situations where no other commonly understood language is available English becomes the_______________________________ of the classroom and the assessment tasks. 6. Students can use_______________ in seminars and lectures to understand the English content more fully. 7. Each __________________ can have a very different relationship with English.

B. content understanding

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C. default language

D. medium of assessment E. code-switching

F. EMI setting G. put different pressures on

Task 5. Comment on the following statements. 1. The definition of English as a medium of instruction (to be) not simple. 2. EMI contexts (to differ) from each other. 3. The implications of the decision to teach through English in higher education (to depend) on the reasons for this decision. Task 6. Match the collocations. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

intercultural to clarify to check EMI vehicular academic oral research written diverse language support

A. B. C. D. E. F. G. H. I. J. K.

courses assignment exams language understanding communication meaning context engagement projects phenomenon

Discuss How can you motivate engagement with your subject? Task 7. Discuss in groups of three. 1. What motivations, challenges and needs accompany the use of English in your context? 2. What are the possibilities for EMI spreading at SUSU? 3. How does the situation with EMI introduction into training at SUSU influence your role as an educator/academic now?

Classroom Video 1.1. Diversity of the EMI instruction methodology Task 8. Watch the video and answer the questions. 1. What factors should be kept in mind while providing EMI courses? 2. What is the meaning of the abbreviations BICS, CALP, AE? 3. What disciplines are traditionally given in English in European countries? 4. What is multilingualism in a university world?

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Task 9. Give the equivalents of English phrases from the video. University-teaching experience in English; to be highly diverse; English learning tradition in question; Cognitive Academic Language Proficiency; Basic Interpersonal Communication Skills; to construct and direct the academic discourse; a proximity to English; feasibility of EMI; sociolinguistic question; to struggle to be present or not to lose their presence in the academic context; ecology of languages; support for multilingualism in a university world; the distinct degrees of language and content integration; a simple circumstantial user of English or language teacher; presence of international students; distinct cultural and intercultural differences. Task 10. In pairs, answer the following questions: 1. What is lingua franca? 2. Where and when might a lingua franca be used, apart from in the classroom? 3. What is the difference between EFL and ELF?

Classroom Video 1.2. English as Lingua Franca Task 11. Watch the video and answer the questions. 1. What is the percentage of NNESs? 2. What are the typical mistakes of non-native English speakers? 3. What does the latest research in ELF say? 4. What are the important implications of ELF for EMI? 5. How does ELF help EMI lecturers? Task 12. Reasons for and against EMI In groups, brainstorm lists of: a) Reasons FOR universities to provide EMI programmes; b) Reasons AGAINST.

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Classroom Video 1.3 EMI reasons Task 13. Watch the interview with Kristina Hultgren for the first time and identify the reasons for EMI growth. 1. _____________________________________________________ 2. _____________________________________________________ 3. _____________________________________________________ 4. _____________________________________________________ 5. _____________________________________________________ Task 14. Watch the video for the second time and fill in the gaps. I think you can divide the reasons for the growth of EMI into two types of categories. There is the category where EMI happens as a result of _________________. And there are the types of situations in which EMI happens as an ___________________ of other sociopolitical economic changes. In terms of the first category of reasons, institutions today typically want ___________ their international profile. They want __________ the best possible students and staff from overseas. Sometimes they want ________________ the domestic student body, and give them skills in communicating interculturally. And in terms of the other category, _______________ are actually a key reason why EMI happens. Universities today compete on a global scale. And, actually, one of the criteria that ____________ in many university ranking lists, is that universities measure their proportion of international student and staff against domestic ones. And that, indirectly, of course, leads to a greater use of English being used in the institution. There are certainly benefits to this, as well. I mean, they will inevitably increase their English language skills, which might make them more ___________to teach in other countries, as well. It's going to be an ____________ in time to take on teaching in English. But I think that time will be very well spent, because it is an _______________. And it will create new networks and open doors. If, for instance, that particular lecturer has not published that much in English, then this might be a way of enhancing or ________________________ that will enable him or her to do so. There is no doubt that EMI is here __________. And I think you just have to throw yourself into it, really. And get rid of your ______________, and just make the most of it. It is an opportunity. And I'm pretty sure that most lecturers will find it hugely rewarding when they actually do teach in English. Task 15. Discuss in groups of three: 1. Do you agree with Kristina that EMI is an opportunity to grow and develop your academic skills? Why? 2. Kristina identifies benefits for lecturers that can accompany EMI. What are they? 3. Which of these benefits have you found to be true for you or your colleagues?

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Task 16. Here are some of the most common arguments used for and against EMI programmes. In pairs, decide which two arguments for EMI, and which two against, are most important.

EMI helps universities to internationalise.

EMI is more common in expensive private universities, so that poorer students have less chance of benefiting from it.

EMI disconnects the university from the local community as its research is published in a language many locals cannot understand.

EMI courses make it more likely that students and staff will have the skills to get published in English.

Many high-quality textbooks are available published in English. This is not always true of L1 as the market is often smaller.

In many countries EMI is a burden for the staff without much support from the administration

EMI is a form of linguistic imperialism, according to Robert Phillipson. It devalues and marginalises the L1 language.

EMI brings in more money, by attracting international students.

EMI helps universities to gain higher international rankings.

EMI makes it easier for staff to develop teaching and research partnerships with foreign universities.

EMI courses allow the university to attract international staff. EMI can offer students greater employability and new prospects. EMI courses improve student mobility through exchange schemes as they can attract foreign students more easily than L1 courses.

Task 17. Find at least one article on the internet about the benefits or disadvantages of EMI and make notes.

Task 18. Prepare some notes for a classroom debate so that you can speak for 4-5 minutes about your own view of the following question: “Do the potential benefits of EMI outweigh the disadvantages?”

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Task 19. Debate «Do the potential benefits of EMI outweigh the disadvantages? » Decide which team you belong:

Team 1 Benefits outweigh

Team 2 Disadvantages outweigh

In turns, give your views on the topic. Use the notes you have prepared for the classroom debate topic. Each speaker has to give ONE plus or minus, then the opponents can agree or contradict. The opponents’ team can also ask questions. Let us see which team has more arguments! Battle!

Task 20. Discuss in groups of four. 1. Have you had experience in delivering lectures in English? 2. How did you feel when giving a lecture in English? 3. What aspects were the most difficult ones? 4. How did the students react? Did students trust you as a lecturer whose native language is NOT English? 5. What should a lecturer keep in mind while giving his/her course in English? 6. Do you think you are competent enough to introduce EMI into SUSU?

Classroom Video 1.4 Task 21. Watch the interview with Kristina Hultgren and answer the questions: 1. What do the lectures mostly worry about? 2. What advice did she give a lecturer at the start of the class? 3. What should a lecturer do to decrease anxiety?

Classroom Video 1.5 Delivering lectures in English. Task 22. In groups of four, make a list of factors that slow down the lecture delivered in English and present them to the others. 1. ___________________________________________________________ 2. ___________________________________________________________ 3. ___________________________________________________________ 4. ___________________________________________________________ 5. ___________________________________________________________ Task 23. Watch the video and write down the list of factors that slow down the lecture delivered in English. How many have you guessed right?

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1. _________________ 2. _________________ 3. _________________ 4. _________________ 5. _________________

Task 24. Self-assessment For each of the skills below, to be performed in English, rate yourself on the following scale from zero to 10. A rating of zero means you have no ability at all to do this in English. Ten means you can do this just as well as in English as in your first language. A five means you can do this half as well in English as in your first language. 1. Compare answers with your neighbour. Where are your strengths and weaknesses? 2. What steps can you take to improve? Type of (English language) skill Read journal articles in your discipline + Read novels Read newspapers Understand spoken daily language Understand news programmes Write journal articles Lecture students Conduct a seminar Give guidance to students Assess students’ written work Give clear instructions to students Explain key disciplinary concepts Answer students’ questions Adapt your language to the level of students Tell stories and anecdotes

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Based partly on Nilas et al. (2016). Task 25. Look at the following list of attributes. 1. For each one, say whether you think it is positive or negative for a teacher to have. 2. Now remember when you lectured in English / remember when you spoke and answered questions in English in front of other people. For each attribute, say whether you are more or less likely to show that quality when working in English. 3. Discuss your answers with your neighbour. How similar or different are you?

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Attribute

Positive or negative (or neither/both)

More/less likely when working in English (or same)

Approachable Authoritative Awkward Confident Democratic Embarrassed Effervescent Fumbling Humorous Improvisational Inhibited Knowledgeable Nervous Secure Spontaneous Stupid Supportive Unsure

Based on Kling (2013).

Classroom Video 1.6 Task 26. Watch an episode where a Pakistan man has come to learn English. What features of Pakistani English can you observe? Make a list. 1.____________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________ 4. ___________________________________________________ 5. ___________________________________________________ Task 27. Discuss in groups of four. 1. What are the features of «Russian» English? 2. Some of your students feel that your module is too difficult to follow in English due to the amount of reading and the pace of the lectures. Some students, however, do not feel challenged enough, and feel that they are not learning all they could. How would you react to this situation? How would you help your students?

Classroom video 1.7 Task 28. Watch the UoS video of “Pronunciation in EMI classes” and express your opinion. 1. Why are native speakers sometimes hard to understand? 2. What advantage does a non-native speaker have?

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Classroom video 1.8 Task 29. Intelligibility. Watch the UoS video of “Improving Intelligibility in EMI classes” and express your opinion. 1. Does having an accent mean you are not intelligible? 2. What would you do if a student complained about your accent? Task 30. Separate the following words out into columns, which rhyme with the sound of the word at the top of the column. rough anger Huff

main wan Line

fine one gone lone gain sane stuff plane sew dough rein own deign hone align gruff Zone

Bow

Pane

Shone

mango though

Manga

Tango

Task 31. Divide in groups of three. Discuss the importance of pronunciation and intonation in an EMI classroom. 1. Make a list of reasons to answer the question: Why does pronunciation matter? 2. What strategies can you use to make your speech more comprehensible? 3. What errors do more interfere with content comprehension: lexical, grammar or phonetic? Task 32. Try to read the extract from the Poem «Chaos» written by Gerard Nolst without phonetic errors. Dearest creature in creation,

Just compare heart, beard, and heard,

Study English pronunciation.

Dies and diet, lord and word,

I will teach you in my verse,

Sword and sward, retain and Britain.

Sounds like corpse, corps, horse, and worse.

(Mind the latter, how it’s written.)

I will keep you, Suzy, busy,

Now I surely will not plague you with such words

Make your head with heat grow dizzy.

as plaque and ague.

Tear in eye, your dress will tear.

But be careful how you speak:

So shall I! Oh hear my prayer.

Say break and steak, but bleak and streak;

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Cloven, oven, how and low,

One, anemone, Balmoral,

Script, receipt, show, poem, and toe.

Kitchen, lichen, laundry, laurel;

Hear me say, devoid of trickery,

Gertrude, German, wind and mind,

Daughter, laughter, and Terpsichore,

Scene, Melpomene, mankind.

Typhoid, measles, topsails, aisles,

Billet does not rhyme with ballet,

Exiles, similes, and reviles;

Bouquet, wallet, mallet, chalet.

Scholar, vicar, and cigar,

Blood and flood are not like food,

Solar, mica, war and far;

Nor is mould like should and would.

Task 33. Make a list of 25-30 terms form your filed and read it to your classmates. Mind the pronunciation.

Homework Unit 1 Task 1. Essay Writing «EMI and globalization processes» Consider the following positions and express your opinion on the topic in the form of an expository essay. These positions are slightly exaggerated here, but they reflect positions highlighted by Held et al. (1999) and later discussed by Dewey (2007) in relation to English as a lingua franca. These positions are called the hyperglobalist, the sceptical and the transformationalist perspectives on globalisation in the literature. Position 1: The sceptic EMI in higher education is reinforcing power relations and encouraging new forms of global elitism and inequality, especially by replacing other languages with English (Hamel 2017; Phillipson, 2006). Whether students choose EMI or are forced into a difficult and disadvantageous choice is similar to questions over whether educators choose to switch parts of their practice to English in order to engage more globally or whether this is something forced upon them. Overall, neo-liberal ideologies and processes are dominating the higher education ‘market’, and we are contributing to global inequality and imperialism.

Position 2: The optimist EMI in education is helping to create a dialogical space for global citizens to connect and make the world a more peaceful and interconnected place. Having a shared language through which to do this, normally but not only English, presents an opportunity for people from different backgrounds to engage, rather than a challenge to other languages. People will adapt their language and express themselves in a way that is right for them, so English is inclusive and multicultural enough to be the lingua franca of higher education without major issues. Position 3: The negotiator 14

EMI is operating in a space where change and negotiation occurs. Institutions and educators might not be operating in “circumstances of their own choosing”, and they might be subject to performance measures that they do not control, but internationalisation is a transforming process where agency and negotiation is present. Therefore, despite pressures and struggles, educators will always adapt and shape our methods, measures and expectations to meet the changing global landscape, just as students will resist unreasonable impositions where they can. Power relations and institutional pressures, therefore, do happen and are unavoidable, but human action is transformative, and we are in a position to engage in education in a critical and adaptive way that will always be changing the environments we work in. Express the following in your essay 1. What aspects of the above views of globalisation and EMI do you agree or disagree with? 2. How can we react to the concerns and opportunities these ideas propose? Task 2 Watch the lecture by Victor Pavon (the first two minutes are in Spanish) and do the tasks following the time directions: https://www.youtube.com/watch?v=12Lk6ALANqc Part one 4.25-6.15 1. What does he mean by “content specialists” and “language specialists”? 2. Why does he think the two should collaborate? 6.15-13.30 3. Why is it important to analyse your own motives for introducing EMI? 4. Why, according to Pavon, do universities introduce EMI? 5. Pavon says there is a positive aspect of EMI that policy-makers forget. What is it? 6. What benefits can a bilingual education offer? 14.00-18.30 7. What is the difference between top-down and bottom-up EMI initiatives? 8. Does Pavon favour a planned approach or not? Why? 9. What cautionary tale does he tell about the need for quality? 31.20-32.45 10. What does Pavon prioritise, content or language? 11. What kind of programmes are essential? 36.30-39.30 12. What incentives are described for staff and students? 40.25-40.55 13. How does Pavon justify staff incentives? 44.20-45.40 14. Can you teach exactly the same content when you switch to EMI? 15. What is the impact on time and content? What should be prioritised? 46.30-47.55 16. What is the minimum language ability level to enrol for a bilingual degree at Cordoba? 17. What additional language challenges are there? (disciplinary, seminars, laboratories) 50.03-55.00 15

18. What are the two models of EMI that Pavon compares? How do they differ? 55.00-1.01.01 19. Why does Pavon dislike the idea of CLIL in HE? What is ICLHE? 20. What does he think is the role of a language centre? 21. Is pedagogy the same irrespective of language? 1.02.00 22. Why is it important to pronounce key words correctly? Part two 1.06.35-2.00.01 Note the different techniques that Pavon suggests for effective EMI teaching. Which TWO techniques do you think are most useful? Why? Task 3 Read the EMI Fact File and ask questions to the underlined parts of the sentences. EMI: facts and findings 1. Since 2005 all the master programmes at Delft University of Technology (DUT) have been taught in English and since 2003 DUT has been an officially bilingual university with around 5,500 master students and 1,100 international students in the year 2008. 2. In a recent snap-shot of the situation in Swedish higher education approximately 50% of master’s courses offered in autumn 2007 were scheduled to be taught through the medium of English (Swedish National Agency for Higher Education, 2007). 3. Renate Klaassen (2005), found the average requirement for staff across the Netherlands ranged from IELTS 6.0 – 8.0. 4. The Board of Directors at Delft University decided that 80% of the lecturers were to attain a C1 level in 2010, and that 90% should reach the C1 level before September 2013. Furthermore, 50% were to reach the C2 level in 2013. 5. The first test round at Delft University of Technology started during the academic year 2006/2007, and the university has since 2006 screened about 1,600 staff members. Scientific staff, meaning professors, associate and assistant professors and lecturers, were tested on a mandatory basis, PhD students and support personnel with educational tasks were invited to take part on a voluntary basis. 6. Klaassen (2001) found clarity to be the most important construct for student perception of lectures as opposed to structure and interaction, whereas in a mother tongue lecture all these three constructs were of relevance to the student perception. 7. Klaassen concludes that student-centred lecturing is in fact a much more important factor in the success of a lecture than the lecturer’s language competence. 8. Suvinity (2010) relates student ratings of lecture comprehensibility to the number of questions asked by the lecturer, suggesting that lectures with a higher degree of interaction are judged to be easier to understand. 9. Teaching in English “reduced the redundancy of lecturers’ subject presentation, lecturer’s speech rate, their expressiveness, and their clarity and accuracy of expression” (Vinke, Snippe & Jochems, 1998: 393). 10. All of the teachers said that the EMI course had raised their confidence. This fact alone will probably have a positive effect on their teaching performance.

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Task 4. Reflect on the topic of EMI and your own attitude to it. Evaluate the statements of the survey given below ranking your answers from 1 to 5.

EMI survey Please choose an answer according to the following criteria: I – strongly disagree 2 – disagree 3 – neither agree nor disagree 4 – agree 5 – strongly agree 1. Lecturing in Russian can bolster students’ interest in learning more 1 2 3 4 5 than lecturing in English. 2. Lecturing in Russian allows the lesson to progress faster than 1 2 3 4 5 lecturing in English. 3. Lecturing in Russian produces a better classroom atmosphere than 1 2 3 4 5 lecturing in English. 4. Lecturing in Russian allows a teacher to go deeper into the content 1 2 3 4 5 of the lesson than lecturing in English. 5. I support adopting mother-tongue education at the university where 1 2 3 4 5 I teach. 6. I feel it is easier to set examination questions using English than 1 2 3 4 5 using Russian. 7. I feel I can write better in English than in Russian. 1 2 3 4 5 8. The greatest problem in using Russian as the medium of instruction is the need to translate a lot of special terms. 9. It is easier to teach non-language subjects (e.g., Geography, Mathematics) in English than in Russian. 10. Resources for teaching, e.g., textbooks and reference books, are more plentiful in English than in Russian. 11. The Education Department should provide universities that adopt mother-tongue education with more resources for teaching. 12. The Russian government should raise the status of the Russian language in society. 13. Learning Russian well will benefit the learning of English.

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14. English as the medium of instruction will certainly lead to poorer 1 student intake. 15. Parents are the major obstacle in the promotion of mother-tongue 1 education. 16. Students tend to neglect those subjects taught in Russian. 1

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17. Teaching a class in Russian encourages students to speak uninhibitedly, thereby disrupting the order of the class. 18. Even studying every subject in Russian will not help students with poor academic performance. 19. Using Russian to study non-language subjects (e.g., Geography, Mathematics, History) will affect students’ English proficiency. 20. Students with good academic performance should study all subjects in English.

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Unit 2 Teaching in a multicultural classroom This unit covers:      

Intercultural awareness Intercultural competence International students challenges Academic staff challenges Teaching strategies for multicultural classroom Education background

Lead-in Task 1. In pairs define the concept of «culture» and present it to the class. _____________________________________ _____________________________________ _____________________________________ _____________________________________

Task 2. Work in pairs. Do the Culture quiz on your own, then check your answers with your partner. Culture Quiz 1. To view one’s own culture and group as superior is referred to as A. Subculture B. Culture C. Ethnocentrism D. Sociological perspective 2. Norms that have great significance A. Values B. Folkways

C. Norms

D. Mores

3. The disruption that people feel when they encounter cultures radically different from their own is referred to as A. Culture shock B. Cultural relativism C. Cultural lag D. Ethnocentrism 4. What may create and reinforce inaccurate perceptions based on gender, race, ethnicity, or other human attributes A. Values B. Symbols C. Cultural universals D. Language 5. All of the following are part of material culture EXCEPT A. Cars, books, and ideas B. Computers, tvs, and radios C. Newspapers, buildings, and clothing D. All of the above 6. Shared rules of conduct that tell people how to act in specific situations A. Norms B. Values C. Folkways D. Mores 7. Saying thank you after a meal that was cooked for you is an example of A. Values B. Mores C. Norms D. Folkways 18

Task 3. Discuss in groups of three. 1. Do you have experience of teaching international students? Is the experience positive, negative or both? Explain. 2. What are the challenges of faculty working with international students? 3. What are the university departments that help international students to adapt to a new environment? 4. Are there any services at your university that help the faculty with advice on how to facilitate international students’ learning? 5. Who should adjust: content teachers to international students or international students to content teachers? 6. Look at Table below and say where you are on a range of content teachers’ reactions to suggestions that they should adjust for international students’ learning experiences. 1. Denial 2. «Repair» 3. The students must adapt 4. I need to help

A. «I teach. It’s up to them to learn». B. You fix these foreign students and then I will teach them. C. «….. they should be ready» D. These are my students: what do they bring? What do they need from me in order to succeed? What can I do to help them to succeed?

7. How do you think which approach form the Table is the most beneficial for international students? Which one is the most beneficial for content specialists?

Active vocabulary 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

academic shock academic integrity cultural perspective empathy ethnocentrism folkways intercultural awareness Intercultural competence judgment mores perceptiveness resilience rapport receptive to new ideas synergy

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Task 1 Read the text and define what intercultural awareness is. Intercultural awareness Intercultural awareness is having an understanding of both your own and other cultures, and particularly the similarities and differences between them. These similarities and differences may be in terms of values, beliefs, or behaviour. They may be large or small, and they matter very much when you are meeting or interacting with people who are from another cultural background. Understanding that people from different cultures have different values is the foundation to good intercultural relationships. Degrees of Intercultural Awareness: we can define four levels of intercultural awareness, which can be considered as a spectrum. These are: People either do not know, or do not care, that there is any other way of doing things. You can see this in small 1. My way is the only way children, who are often stunned when they hear people talking another language because it has never occurred to them before that anyone might not be the same as them. At this level, people are aware that other people do things differently, or have different beliefs, but they don’t think that’s appropriate. Their way is not the only 2. My way is the best way way, but it is unmistakeably the best. We could call this world view the ‘colonial’ approach: we will show you how to do it our way because it is the best thing for you. People have a clear understanding that there are other world views, and that different people behave and believe differently. They make no judgement about the There are several ways, my 3. relative merits of these views as a whole, but recognise way and others that different cultures and views may have different merits. They are willing to bring together the good from several different aspects in a synergistic way. Our way This final stage brings people together to create a new, 4. shared culture, which has new meaning for everyone.

Task 2 Discuss in groups of three: A. Where are you on the spectrum of intercultural awareness? B. What can we do to increase our cultural awareness? C. What competences should academic staff develop to become culturally competent? Task 3 Scan the text and define the components of intercultural competence. Developing Intercultural Competence What can the faculty do to acquire intercultural competence? Here are some ideas: Admit that you don’t know. Acknowledging your ignorance is the first step towards learning about other cultures. Develop an awareness of your own views, assumptions and beliefs, and how they are shaped by your culture. Ask yourself questions like: what do I see as ‘national’ characteristics in this country? Which ‘national’ characteristic do I like and dislike in myself? 20

Take an interest. Read about other cultures, and start to consider the differences between your own culture and what you have read. Don’t make judgements. Instead, start by collecting information. Ask neutral questions and clarify meaning before assuming that you know what’s going on. Once you have collected information, start to check your assumptions. Ask colleagues or friends who know more about the culture than you, and systematically review your assumptions to make sure that they are correct. Develop empathy. Think about how it feels to be in the other person’s position. Look for what you can gain, not what you could lose. If you can take the best from both your own and someone else’s views and experiences, you could get a far greater whole that will benefit both of you. But this requires you to take the approach that you don’t necessarily know best, and even that you don’t necessarily know at all. What makes an individual highly effective in transferring professional skills to an unfamiliar, cross-cultural context? At an individual level, cultural competence requires three crucial concepts: cultural awareness, cultural knowledge, and cross-cultural skills. It takes more than knowing and being aware of the cultural diversities and possessing the necessary skills. When one is culturally competent, there is this deeper level of assessing one’s cultural assumptions, prejudices, values, and beliefs. It takes on an affective level where the individual is able to view the world through another person’s eyes or understands that other people may perceive the world through different perspectives. A culturally competent individual veers away from ethnocentric attitude, shows increased flexibility and openness, and exercises non-judgmental viewpoints. To become an intercultural aware person the faculty members should strive to develop the following competences: openness  new thinking - receptive to new ideas  welcoming strangers - keen to build relationships with new people with different experiences, perceptions, and values  acceptance - positively accepts different behaviour and working practices flexibility  behaviour - adapts easily to a range of different social and cultural situations  judgments - avoids coming to quick and definitive conclusions about new people and situations personal autonomy  inner purpose - strong personal values and beliefs that provide consistency or balance when dealing with unfamiliar circumstances  focus on goals - sets specific goals, combined with persistency in achieving them emotional strength  resilience - risks making mistakes as a way of learning.  coping - able to deal with change and pressure even in unfamiliar situations  spirit of adventure - seeks out variety, change and stimulation in life; avoiding safety and predictability perceptiveness  attuned - picks up meaning from indirect signals such as intonation, eye contact and body language 21

 reflected awareness - very conscious of how they come across to others

listening orientation  active listening - checks and clarifies rather than assumes understanding cultural knowledge  information gathering - takes time and interest to learn about unfamiliar cultures; deepens their understanding of those they know  valuing differences - sensitive to how people see the world differently. Keen to communicate respect for them influencing  rapport - exhibits warmth and attentiveness when building relationships  range of styles - has a variety of means for influencing people  sensitivity to context - understands and leverages political power synergy  creating new alternatives - combines different cultural perspectives to create a 'third culture'. Task 4. Discuss in pairs. 1. What person can be a called an empathic one? 2. What intercultural skills are the most critical to develop? Choose three and explain your choice. 3. Are you a resilient person? What are the ways to develop resilience? Task 5. Look at the picture and think of the examples for the groups of challenges given. Challenges the international students experience «may involve not just culture shock (different physical environment, customs and practices), and language shock (realizing that their mastery of formal English doesn't prepare them for fast-paced, colloquial or discipline-specific language and vocabulary) but also academic shock (different teaching and learning approaches such as relationships between teacher and students, forms of assessment and even what counts as knowledge). The effects of academic shock can persist much longer than the effects of culture and language shock». Source: J. Ryan. Academic shock: Thoughts on teaching international students International students’ challenges

Emotional

Academic

Social Interaction

Socializing

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Task 6 Work in pairs. Look at the challenges enumerated and define those a content teacher can help international students to cope with. There are many challenges that international students face. Here are some of them: Academic Challenges  Academic Comprehension  Completing homework readings  Grasping complex concepts in textbooks  Understanding lecture content  Understanding professors’ questions  Predicting exam content  Answering professors’ & classmates’ questions  Interacting in small groups, turn taking  Talking in front of the class  Asking the professor questions during class  Paraphrasing or summarizing readings  Answering essay questions on exams  Writing academic papers Emotional Challenges  Emotional overload due to culture shock  Getting over homesickness  Coping with depression  Getting over sleep disorders  Not showing emotional drain to professors and classmates Social Interaction Challenges  Institutional Challenges  Making an appointment with a Professor  Interacting with a doctor at a clinic  Following hospital procedures for a blood test  Talking with police after a car accident  Opening a checking account at a bank  Filing a complaint about apartment neighbour  Applying for a state driver’s license Challenges Related to Socializing  Comprehending Russian  Knowing what to do and say at a party  Turning down a party invitation  Interacting with dorm roommates  Resolving a conflict with a roommate Task 7 Match the issues needing accommodation with the teacher’s roles Students’ language capability New academic culture Building necessary skills. Participation [‘Getting the most from ……’] E. Collaboration &inclusion A. B. C. D.

1. 2. 3. 4. 5.

Mediator between pedagogic cultures Coach: providing practice, giving feedback Supporter for language development Facilitator of interaction and dialogue Designer: in course learning outcomes, in a program, in a classroom session; in group tasks

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Task 8 Discuss in pairs and present your pieces of advice to the group. 1. What adjustment can be done in lecturing for international students? 2. How can you help international students with reading assignments? 3. How can you enhance group participation? 4. What are the ways to prepare international students to testing? 5. What should you explain international students in terms of plagiarism and cheating? Task 9 Read the text and compare your pieces of advice with those given in the text. Teaching International Students: Tips for Success Lectures and material presented orally in class Especially when they first arrive, international students may have difficulties segmenting the stream of sounds into recognizable words. Thus, you can help by doing the following: Enunciate carefully so that words are not run together. Speak loudly enough for everyone to hear you easily. When explaining a concept or assignment that students must understand: repeat it. slow down when saying the key words. write it on the board or provide a handout with the information in written form If you are using PowerPoint slides, give the slides to students as a handout. When a professor is lecturing from PowerPoint, the information goes by much more quickly than in the chalk-n-talk mode, and international students may have a difficult time processing information and getting it down in notes. If you make reference to something from Russian pop culture (e.g., products, ads and slogans, TV shows, slang) to explain a concept the class should know, explain the concept in another way as well. Give students an idea of what is to be covered in the next class so that students can be prepared for what they will hear. Reading assignments Even the best international students may have an English vocabulary half that of an average native speaker of English. Thus, reading assignments take a good bit longer. International students may find it easier to cope with shorter readings assigned more frequently (e.g. 10 pages over two days x 3 class meetings) as opposed to longer readings in larger chunks (e.g. 30 pages over a week). If you are using a textbook, highlight for students the features that are particularly student-friendly (e.g. the glossary, chapter overview and review, headings, etc.). Class participation and group work When calling upon an international student, allow enough wait time for the student to collect his or her thoughts, formulate an answer in English, and summon the courage to respond. Think creatively about ways of drawing upon international students’ special knowledge of their own culture and country, and elicit information from them that will be interesting and useful for the whole class. By valuing international students’ input, you are modeling important behavior for the Russian students. Depending on their culture and level of English, international students may not be as vocal as some Russian students. For example, asking questions in class or volunteering comments may be viewed in their home culture as rude and disrespectful to the teacher. For these students, you may just have to accept that their level of participation will not be the same as that of Russian students. 24

International students will often be more comfortable participating in small group work than in front of the whole class. Some suggestions:  Review with the whole class ways to make group work productive, such as including everyone in discussions, checking for understanding within the group, eliciting the opinions of those who have not spoken up, etc.  Consider assigning roles to group members. Designate someone to record the main points of the conversation, and someone to ensure that everyone in the group has a chance to speak.  Make heterogeneous groups. If all international students are put in one group, they may feel marginalized and alienated from their Russian classmates. Testing When creating an exam, keep the following points in mind: Simpler vocabulary is preferable whenever it will not compromise academic content. For example, movement is a more common word than locomotion. Wherever possible, use simpler sentence structure in place of more complex structure. Typographical errors or misspellings cause undue trouble for nonnative speakers. They will assume that the typo or misspelled word is a legitimate English word and will spend inordinate time trying to figure it out. International students will probably read more slowly and write more slowly than Russian students because they are processing the information in a second language. Depending on the subject matter that you are testing and your own beliefs about fair testing, you may wish to:  Allow extra time for reading the test questions and/or writing the answers.  Allow international students to ask you the meanings of words that are not explicitly being tested.  Some professors allow international students to use dictionaries or electronic translators during exams, but whether this is appropriate for your exam will depend on the nature of the exam.  If spelling and vocabulary are not being explicitly tested, allow international students to use dictionaries.  Most international students have electronic translators. Some are reasonable dictionary substitutes, while others are not terribly useful. Be aware, though, that electronic translators can be programmed with other information. If you have dictionaries available, you might prefer to provide them yourself. Cheating and plagiarism Different cultures have very different ideas about appropriate citation and documentation of source material. In many cultures, helping a friend may be of higher value than avoiding cheating. Thus, what we would call cheating and plagiarism may occur when the international student has no real intention of being dishonest. To avoid the heartbreak and hassle of dealing with cheating on an exam:  Do not ask questions that can be answered with memorized chunks from the textbook.  Do not seat international students who are good friends together during an exam.  Do not put international students together in a separate room unsupervised for an exam. Because of the importance of helping one’s friends in some cultures, many international students study together and may share homework. Be very explicit about how much help they are allowed to give each other and what is acceptable and unacceptable. In some cultures, the good student is expected to cull “beautiful sentences” from the work of others and incorporate them without quotation or citation. To help students understand what is appropriate and inappropriate: give explicit instruction and modeling of what is acceptable and unacceptable.

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Task 10 Discuss as a group. 1. How is the education background of your students different from yours? 2. How does the education background of international students help them to study at a Russian university? How does it interfere with studying at a Russian university? 3. What study skills do international students need to improve, if any? 4. What challenges do they experience while studying at a Russian university? Task 11 Study the text about Chinese students and explain the three characteristics of Chinese students’ learning style. Chinese Students To succeed in working with a Chinese audience, you should be persistent, patient, and attentive. China is known as a country where etiquette and ceremoniality have always been important. This is a state with an ancient culture, rich traditions and distinctive national characteristics, the knowledge of which will be very useful in the process of communication with Chinese students. The concept of ketsi – politeness, modesty, submission plays a huge role in Chinese philosophy and culture. The Chinese are usually quite restrained in expressing feelings, therefore, it is necessary to always maintain a certain distance and show respect for the interlocutor. Most Chinese students are friendly, very hardworking, diligent and inquisitive. The Chinese love books and respect knowledge, so their admiration can cause the teacher's erudition, as well as his efforts in mastering the language, even if he makes mistakes in pronunciation. In general, the Chinese love jokes and humor. However, one should be quite selective here, since their sense of humor does not always coincide with our usual one. In terms of studies the first characteristic of Chinese is that Chinese background students' learning relies heavily on repetitive rote-learning and memorisation. Such an approach does not help problem solving. Literature identifies two approaches to learning: a deep approach of learning is characterised by a focus on the meaning or message underlying the study materials, whereas a surface approach is characterised by a focus on the learning material itself, that is, its superficial meaning. Repetition/reproduction, which signifies rote learning, is regarded as a surface approach to learning. However, compared to Western learning which seeks for the technology, Chinese style of learning prefers pursuing for the essentials. A good learning is usually linked to students’ use of deep approaches to learning, and active participations in classroom activities. Chinese students’ surface rote learning style within a large class and highly authoritarian teaching context are easily assumed to produce poor learning achievement. Historically China’s traditional education is examination-oriented. Learning for exams is still dependent on memorization. Researchers argue that such exams promote surface learning. Students develop the ability merely to repeat information without a real understanding of meaning or of how the new information relates to previous knowledge. 26

Nevertheless, it is a paradox of the Chinese learner. Though Chinese students are assumed to demonstrate poor learning motivations and strategies, they flourish academically and achieve considerably higher levels than their Western counterparts, especially in mathematics and science. This fact demonstrates that Chinese students are not simply memorizing through rote learning. Memorization is regarded as a significant strategy of learning in the Confucian tradition and should not be equated with rote learning. The second characteristic of Chinese students’ learning styles in classroom is that teachers are authoritarian and students are quiet and obedient to keep silent learning, The feature of “silent learning” can be traced back to the Confucian tradition which encourages the Chinese to respect hierarchical relationships in the society. Knowledgeable people like scholars and teachers are greatly respected as good role models. To keep order and harmony, students are usually permitted to speak up until being called upon. Listening attentively throughout the class is kept as a virtue for generations and generations. Nevertheless, keeping silent in class does not mean students do not actively engage in thinking or class activities. Chinese students rarely question or challenge knowledge transmitted by teachers is still common. In Confucianism, besides organising effective teaching and learning activities and delivering knowledge to the class, teachers are particularly expected to have deep knowledge, be able to answer questions, and to be good models of morality. A famous saying in China goes “A high building, a low foundation”. This reflects the view that it is necessary to master fundamental knowledge before the development of ability and creativity. Teachers are expected to structure knowledge step by step so that students are able to build knowledge in a systematic and consolidated manner. In addition to the two characteristics discussed above, the third feature of Chinese learners’ learning style is their passive learning. This also gives rise to the paradox that the teacher-student interaction is restricted in class where there is usually a dull and authoritarian studying atmosphere. With respect to this misconception, Chinese students not only absorb knowledge transmitted by teachers, but also seek closer interaction with teachers. Most of them wait until after class to ask unknown questions rather than question directly in class. This is because the Chinese teacher-student relationship is casual beyond class. For example, it is common for teachers to visit students‟ parents to understand their students‟ needs and learning difficulties in class. Teachers can invite parents to have formal regular meetings in school to let them know students‟ learning progress and performance. Students are encouraged to approach their teachers outside class to clarify what they have not fully understood in class. The family-like interaction pattern between teachers and students is not limited to the academic learning context. This interactive pattern in Chinese culture indicates that the relationships are made up of responsibility, authority, and morality (heart).

Homework Unit 2 Make a report (up to two pages) on the learning style of one of the nationalities that study at a Russian university and distinguish the characteristic features that should be considered by a content teacher in the education process.

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Unit 3 Pedagogy of EMI This unit covers:  portrait of a 21st century teacher  education process structure  Bloom’s taxonomy  leading EMI models and methods  how EMI affects student and lecturer behaviour in seminars and lectures  pedagogical strategies for teaching effectively

Lead-in Task 1. Discuss in groups of three 1. How are the teachers of the 20th and 21st centuries similar and different? Similarities

Differences

2. How is an EMI content teacher different from non-EMI content teacher? EMI content teacher

Non EMI content teacher

Task 2. Describe the leading features or draw a portrait (if you can) of a 21st century educator. Leading features 1. ____________________________________________ 2. ____________________________________________ 3. ____________________________________________ 4. ____________________________________________ 5. ____________________________________________ 6. ____________________________________________ 7. ____________________________________________ 8. ____________________________________________

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Task 3. Study the picture and express your agreement or disagreement with the key roles of the 21st century teacher portrayed below.

Task 4. Discuss with your neighbor 1. What are the functions the teacher should perform in the roles of «storyteller», «artist», «being inclusive», «being reflective»? 2. How many of the roles above you are good as an educator? 3. Which roles are most difficult for you to perform and why? Task 5. Discuss what is implied by the following statements.

If we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve. Dylan Wiliam We do not learn from experience; we learn from reflecting on experience. John Dewey

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Active vocabulary Learn the active vocabulary of the lesson 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Bloom’s taxonomy inclusive higher order thinking skills (HOTS) low order thinking skills (LOTS) to confer with to infer to provide feedback to recall information comprehension to apply acquired knowledge multifaceted activity to shape new knowledge commitment in time and effort assessment disciplinary background pacing instructional adaptation instructional activities goal-oriented practice to articulate expectations permissible collaboration to monitor progress course policies syllabus learning environment curriculum expert blind spot to frame discussion teaching effectiveness course evaluation to conduct focus groups pragmatic strategy disfluency redundancy

Task 6. Finish the sentences expressing your ideas on the purpose of education The purpose of higher education is ___________________________________ My purpose to teach English is to make students mobile in a globalized world.

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READING Task 7. Read the text and name low-order thinking skills and high-order thinking skills. Bloom’s Taxonomy The educational objectives are structured in a hierarchical order. At the lowest level students are required to know, memorize, repeat and list information. At the higher levels students are required to judge, criticize, resolve, invent, and make recommendations. Each of the levels builds in complexity from the previous level. Bloom’s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work. Blooms Level I: Knowledge/Remember Exhibits memory of previously learned material by recalling fundamental facts, terms, basic concepts and answers about the selection. Blooms Level II: Comprehension/Understand Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptors and stating main ideas. Blooms Level III: Application/Apply Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different, or new way. Blooms Level IV: Analysis / Analyze Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Blooms Level V: Evaluation / Evaluate Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Blooms Level VI: Creation / Create Think of something new, original using the knowledge and experience in the field. Task 8. Reflect on the following and express your point of view. 1. Which skills do you think are most difficult to develop in students? Why? 2. Reflect on your classroom activities. Which level of thinking skills do you mostly develop? 3. Study the Figures 1 and 2 below. Complete the Table. Write down the tasks from Fig.2 that may be used as tasks in YOUR classroom. 1

Remember/Understand

2 3 4 5

Apply Analyze Evaluate Create

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Figure 1. Bloom’s Taxonomy. Verbs

Figure 2. Bloom’s Taxonomy. Tasks 32

Task 9. Read the text and explain the difference between mastery and developmental tasks Mastery and developmental tasks Bloom’s Taxonomy is a spectrum of task difficulty. It goes from easy tasks such as recalling knowledge to harder tasks such as evaluating an argument.  ‘Mastery Tasks that can be mastered by all learners in a short period of time regardless of their prior learning. This allows weaker learners to succeed. Without this success they will probably give up.  Developmental tasks that stretch the more able, develop the skills required for academic success, and for the world of work. These tasks develop the skills required for progression to the next educational level. They also create deep learning, that is, real understanding. A mix of developmental and mastery tasks ensures that weak students achieve some success while the able are stretched. Mastery tasks  they are easy, typically involving only knowledge and comprehension  they are not dependent on prior learning  They can be attained in a short time, perhaps minutes.  100% of the students should be able to get them 100% right! Examples Recognise and name the main constituents of a simple cell. Copy and label a diagram of a hydroelectric power station Find the cost of sending a fax in this country and abroad.

Developmental tasks  they are more difficult  they are highly dependent of prior learning  Students can’t get 100%. Development is slow and requires considerable effort.  they involve higher order skills such as evaluation, synthesis, etc. Examples Write a clear, scientifically argued laboratory report .. Evaluate the importance of full to high employment in western societies........ How did the early life of Harold Macmillan influence his political thinking?

Using Mastery and Developmental Tasks in Practice. Difficult Developmental tasks can be broken down into introductory mastery tasks, followed by a simpler developmental task. Take for example: “Survey leisure time opportunities in your nearest city, and report on your findings”. This is a developmental task, but could be broken down into a ladder of tasks such as: A. List ten or more leisure time activities which are available in your nearest city B. Find sources of information on other leisure time activities such as local papers and Tourist Information Offices C. Make a fuller list of leisure opportunities in your city. D. Group these opportunities into general categories such as sport, music, theatre etc. You will need to make up some new general categories. E. Group your activities by geographical area, and by cost. F. Think of some other useful ways of grouping the activities. G. Use the above to help you plan a report on leisure activities in Worcester. H. Write a report on your survey of leisure time opportunities in your nearest city. Task 10. Study the examples of task differentiation and use them in your Project Work. 33

Application of Bloom’s Taxonomy to Differentiated Activities in Economics The following shows a series of lessons ‘before’ and ‘after’ being differentiated. The outcome, an essay, is the same in each case. Undifferentiated lessons and task: Students were given five lectures on the topic of unemployment, where students took notes from the board, and answered factual questions to check their understanding. The students then conduct further research in the library, and were asked to write the essay below: “Outline the trend in UK unemployment from 1991-2001. Explain the various causes of unemployment and describe the approaches governments may use to deal with each type” Differentiated lessons and tasks Below is an outline of a differentiated approach for the same series of lessons on unemployment – types and cures. It would take approximately 5 hours depending on work to date and background knowledge. The aim is to promote both deeper and more accessible learning in the topic. The lesson culminates in the students producing the same essay described in the undifferentiated lessons. Blooms taxonomy context Knowledge based – mastery tasks available to all with source range to reflect variety of learning styles. Comprehension based via classification with application introduced

Application and analysis based

Synthesis based (creative action)

Student Learning

Brief description of activity

Unemployment as a measurable statistic. Source handling and data selection. Trend identification.

Students look through a range of provided sources (graphical, text) which contain the unemployment rates for 1991-2001. They complete a table showing the rates over the period and write a statement as to the trend. Matching cards exercise (unemployment “type” with sample causal situations or “examples”. “Collaborative talk” approach employed with students explaining to each other their understanding of the matches selected.

Various “types” of unemployment established based on differing circumstances and events. Linguistic skills developed around providing explanations and creating definitions Application of features of examples to create own samples. Problem solving to address each unemployment type.

Theoretical explanation of cures for unemployment. Design skills for poster display. Representing ideas.

Possible resources Unemployment rate sources – real and manufactured. Table framework.

Matching cards

Individual students in each pair devises Blank matching cards. own example on blank card of each type for other to match. Pairs then consider one example of each type and produce list of ways of preventing the type of unemployment from happening or getting the people in the example back to work. List produced for each type. Students use textbook to find Display resources. summaries of solutions to each type Standard textbook. to compare with own. Pairs prepare poster demonstrating/describing types of unemployment with possible solutions/cures.

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Evaluation

Essay construction. Evaluation of knowledge gathered on unemployment.

Class discussion of wall displays focusing on advantages and disadvantages of methods available to reduce each type of unemployment. Table completed by students to ensure notes. Students complete essay in Option A using writing frame for guidance (see attached)

Wall displays. Writing frame (see attached).

WRITING FRAME Essay Title: “Outline the trend in UK unemployment from 1991-2001. Explain the various causes of unemployment and describe the approaches governments may use to deal with each type” Possible sentence/paragraph starts Essay guidance Possible key terms

Unemployment can defined as …………

generally

be Explain what unemployment is Workforce  Labour

From 1990 to 2001 UK unemployment Describe the 1991-2001 figures Sources has gone from …… to …… and changes with highs/lows Trend and trend  Rate  Percentage  Increase/Decrease  High/low point There are five main types or causes of Go through each type Technical unemployment. First there is …… An explaining how it happens with Structural example of this is …… examples  Cyclical (demand)  Frictional  Seasonal The government can take steps to Go through the government Retraining reduce each type of unemployment for steps saying how they work. Taxes …… they can …… . The problem Describe any disadvantages Government spending with this method of curing with each step.  Grants unemployment is that ……  Sunrise industries  Sunset industries  Infrastructure  Interest rates  Investment  Inflation

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Task 11. Project Work Work in teams of three. Choose the topic, define the outcomes and build «a ladder» - a set of mastering and developmental tasks using Bloom’s taxonomy. Blooms taxonomy context

Student Learning

Brief description of activity

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Possible resources

Task 12. Structure of the education process Work with your neighbor. Put the elements of the education process into the appropriate box. Make the links (arrows) between the boxes. Purpose, result, methods of instruction, education content, teaching, learning, education means, education forms

Task 13. Read the text and say, which of the principles described below you use in your practice and which ones are all Greek to you.

Principles of Effective Teaching Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly. The following small but powerful set of principles can make teaching both more effective and more efficient, by helping us create the conditions that support student learning and minimize the need for revising materials, content, and policies. While implementing these principles requires a commitment in time and effort, it often saves time and energy later on. 1. Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching. When we teach, we do not just teach the content, we teach students the content. A variety of student characteristics can affect learning. For example, students’ cultural and generational backgrounds influence how they see the world; disciplinary backgrounds lead students to approach problems in different ways; and students’ prior knowledge shapes new learning. Although we cannot adequately measure all of these characteristics, gathering the most relevant information as early as possible in course planning and continuing to do so during the semester can (a) inform course design, (b) help explain student difficulties, and (c) guide instructional adaptations (e.g., the need for additional practice).

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2. Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities. Teaching is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course); (b) the instructional activities (e.g., case studies, labs, discussions, readings) support these learning objectives by providing goal-oriented practice; and (c) the assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targeted feedback that can guide further learning. 3. Effective teaching involves articulating explicit expectations regarding learning objectives and policies. There is amazing variation in what is expected of students across. For example, what constitutes evidence may differ greatly across courses; what is permissible collaboration in one course could be considered cheating in another. As a result, students’ expectations may not match ours. Thus, being clear about our expectations and communicating them explicitly helps students learn more and perform better. Articulating our learning objectives gives students a clear target to aim for and enables them to monitor their progress along the way. Similarly, being explicit about course policies in the syllabus and in class allows us to resolve differences early and tends to reduce conflicts and tensions that may arise. 4. Effective teaching involves prioritizing the knowledge and skills we choose to focus on. Coverage is the enemy: Don’t try to do too much in a single course. Too many topics work against student learning, so it is necessary for us to make decisions – sometimes difficult ones – about what we will and will not include in a course. This involves (a) recognizing the parameters of the course (e.g., class size, students’ backgrounds and experiences, course position in the curriculum sequence, number of course units), (b) setting our priorities for student learning, and (c) determining a set of objectives that can be reasonably accomplished. 5. Effective teaching involves recognizing and overcoming our expert blind spots. We are not our students! As experts, we tend to access and apply knowledge automatically and unconsciously and so we often skip or combine critical steps when we teach. Students, on the other hand, don’t yet have sufficient background and experience to make these leaps and can become confused, draw incorrect conclusions, or fail to develop important skills. They need instructors to break tasks into component steps, explain connections explicitly, and model processes in detail. Though it is difficult for experts to do this, we need to identify and explicitly communicate to students the knowledge and skills we take for granted, so that students can see expert thinking in action and practice applying it themselves. 6. Effective teaching involves progressively refining our courses based on reflection and feedback. Teaching requires adapting. We need to continually reflect on our teaching and be ready to make changes when appropriate. Knowing what and how to change requires us to examine relevant information on our own teaching effectiveness. Much of this information already exists (e.g., student work, previous semesters’ course evaluations, dynamics of class participation), or we may need to seek additional feedback with help from the university teaching center (e.g., conducting focus groups, designing pre- and posttests). Based on such data, we might modify the learning objectives, content, structure, or format of a course, or otherwise adjust our teaching. Source: http://www.cmu.edu/teaching/principles/teaching.html 38

Task 14. Project work You are a group of EMI educators. Work out a set of principles of effective EMI teaching. Present your principles to other groups. In your presentation you should: Name each principle. Give your rationale for it. Provide evidence of good practice (if it exists). Describe the benefits for the students if the principle is implemented.

1. 2. 3. 4.

Task 15. The picture below suggests some (not all) of the ways in which students and teachers behave differently with EMI. In pairs, discuss how many you predicted. Briefly explain why each one occurs.

1. Some other possibilities include: teachers avoid having to answer questions, teachers use fewer anecdotes, students take fewer or less informative notes, students ask more questions at the end of the lecture in the L1, students do extra work outside class, teachers switch into L1 even though it is an EMI course. Explain each of these. 2. Brainstorm THREE pedagogical strategies for overcoming or reducing these problems. 1

Strategy 1

2

Strategy 2

3

Strategy 3

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Task 16. Pedagogical Strategies for EMI Beyza Bjorkman (2010) studied the “pragmatic strategies” by which teachers and students coped with EMI courses. She studied the behaviour of lecturers. The results are given in the table below. In pairs, discuss: 1. What do you understand by the phrase “pragmatic strategy”? 2. What do you think a “disfluency” is? 3. How similar are the four lecturers? 4. Of the conscious strategies, which is the most common? 5. Does anything about the results surprise you, or are they what you would expect?

Task 17. Airey (2012) compiled a list of suggestions for pedagogical strategies for use in lectures and seminars, based on the advice of EMI lecturers. In pairs, discuss the strategies below and try to number them from the best suggestion (1) to the least useful suggestion (16). Suggestion Less is more. Decide on the key ideas and emphasise them. Think and prepare in English. Use PowerPoint but keep text to a minimum Preparation is even more important when teaching in English Discuss the problems of teaching in a second language with students Create opportunities within the lecture for students to ask questions Leave time at the end of the lecture for students to ask questions Be cautious about introducing new material Ask students to do some reading before the lecture Give out handouts before the lecture or follow a book

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Rank

Use different ways of representing the same information (e.g. visually, text, orally): this is known as “redundancy”. Use fewer lectures and more seminars Set problem-solving tasks involving the use of English Use clickers or questions with show of hands in lectures to check comprehension Deliver lectures online and teach through seminars (flipped classroom) Create opportunities for group work

Classroom Video 3.1 Task 18. Watch the video and name the four principles of student-centered learning. 1. ____________________________________ 2. ____________________________________ 3. ____________________________________ 4. ____________________________________

Homework Unit 3 1. Essay writing «A portrait of an EMI teacher». Draw an image of an EMI teacher highlighting the qualities and skills he/she needs to have or to develop to make EMI teaching effective. Write 250–300 words. 2. Presentation. Make a report (5–7 minutes) on one of the innovative technologies and teaching strategies actively discussed in the literature nowadays. Choose from the list below.  Collaborative learning  Project-based learning  Problem-based learning  Learner-centered learning  Transformative learning  Task-based learning  Game-based learning  Expeditationary learning

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Unit 4 Alternative ways of teaching EMI This unit covers:      

Conference on teaching strategies The relevance of blended learning to EMI The flipped classroom and EMI Team teaching and co-teaching Peer observation Syllabus design

Lead-in Task 1. Present the teaching strategies you have prepared. Use the plan below. Name of the technology

Key things to describe 1. Rationale for the technology developed. 2. Inventors/developers: names, country of origin 3. Basic principles 4. Example (application in the classroom/education process)

Active vocabulary 24/7 access Learning Management System to ensure security to store content interactive communication platforms to track learners’ performance to evaluate progress SCORMs (Sharable Content Object Reference Model) training materials flipped classroom intensive to inject blended learning to mediate to provide online courses parallel teaching station teaching peer observation

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Task 2. Scan the text and match titles with its parts. LMS in short 1. Learning Management System Definition 2. What is a Learning Management System used for? 3. What are the benefits of using a Learning Management System? A.

B.

 24/7 access to eLearning materials;  time and money saving through managing large amount of training materials and groups of users;  teaching and training with no boarders or language difference obstacles;  confidence in data security;  advanced system of reporting provides an enormous amount of decisionmaking information and helps to find gaps in students’ knowledge.

ELearning platforms like LMS store eLearning content, ensure security of the uploaded files, act as interactive communication platforms for students and teachers, track learners’ performance and evaluate their progress through system of assessment and certification. Learning Management Systems allow both internal courses creation and SCORMs (Sharable Content Object Reference Model) upload created by means of Authoring tools.

C. Learning Management System (LMS) is a software used for creation, managing and delivering eLearning content as well as communication with students and tracking their performance. Learning Management Systems (LMS) are widely used by educational institutions for teaching students online, by businesses and corporations for employee and customer training and by entrepreneurs for providing online courses on a paid basis.

Task 3. Discuss in pairs. 1. What LMSs do you know? 2. Have you used an LMS before? What skills do you have in using an LMS? 3. How confident do you feel about using an LMS as part of an EMI course? 4. What training needs do you think you have, if any? Task 4. Blended Learning 1. What do you understand by the term “blended learning”? In pairs, try to write a short definition. 2. Read the definition below by Graham (rotate the page first!). Which definition do you think is better, the one you wrote, or Graham’s? Why?

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Task 5. Discuss the questions with your partner and give your reasons. 1. What are the two ways in which the internet/LMS could be used in teaching an EMI course? 2. What can be put online to facilitate learning? 3. How would you percentage the technological “blend” of an EMI course? Task 6. Classroom Video 4.1. Blended learning benefits Watch the video http://youtube.com/watch?v=Q5txJfv2q0c and complete the table BLENDED LEARNING BENEFITS FOR TEACHER FOR STUDENTS

Task 7. Classroom Video 4.2. What blended learning looks like in the classroom. Watch the video http://youtube.com/watch?v=NPvreKWaKjY and identify FOUR stations in the classroom and their main purposes in terms of students’ activities.

Station 1 •Name _________________________________________________________ •Purpose _______________________________________________________ Station 2 •Name _________________________________________________________ •Purpose _______________________________________________________ Station 3 •Name __________________________________________________________ •Purpose ________________________________________________________ Station 4 •Name __________________________________________________________ •Purpose ________________________________________________________

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Flipped Learning

1. 2. 3. 4. 5.

Classroom Video 4.3 Task 8. Read the questions below and watch the video by Jim Dunnigan of Seattle University. https://www.youtube.com/watch?v=iroPveV3dbk What are the four pillars of flipped learning? How does flipped learning alter the learning culture? How should teachers/lecturers allocate the content between online and classroom? What is the role of the teacher/lecturer? How different is this model to traditional lecturing? To traditional seminars?

Task 9. Complete the text below using the words in the box: interchangeable classroom spectrum traditional revision Flipped blended information transfer active learning “Blended learning” and “flipped learning” are not simply 1)________________ terms. Blended learning refers to any approach which combines both online learning and face-to-face 2)_____________ interaction. It covers a 3)____________ from mainly computerised learning to 4)______________ classes supported by online 5)______________ material. 6)____________ learning is a form of 7)_____________ learning. It is distinguished by the fact that 8)____________________ takes place online, not in the classroom, freeing the teacher to support 9)_________________ in the classroom.

Classroom video 4.4 Task 10. Read the questions below and watch the video by Emory University about implementing a flipped classroom. https://www.youtube.com/watch?v=lx1QcIIBTfI

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1. What are the main benefits claimed? 2. How has the flipped approach been implemented? 3. Can you see any potential difficulties at Emory? 4. Could the Emory approach be implemented at this university? 5. What advantages does this type of flipped approach offer a NNS lecturer teaching in English? Think about i) the online lecture ii) the face-to-face class. Are there any disadvantages?

Team teaching and co-teaching What do you understand by the term “team teaching”? A. Working as part of team with professional colleagues B. Teaching students the value of teamwork C. More than one teacher working as co-teachers in the same room D. Two teachers presenting to a class at the same time

Task 11. Read the text below and fill in the gaps: range rationales co-teaching resources monologic inject question-and-answer general differentiated conduct Team teaching is a form of teaching in which a set of teachers cooperate “to plan, _________ and evaluate the learning activities” of the same group of students. (Goetz 2000) Although we can talk about teachers who share _________ forming a team, the phrase is more often used to refer to two teachers who share the same room and who teach the same group of students cooperatively at the same time (___________). Quinn and Kanter (1984, cited in Wang, 2010) defined it as “simply team work between two qualified instructors who, together, make a presentation to an audience”. A joint presentation might take the form of _________________, or a discussion, instead of a _____________ lecture. The idea here is to __________ some life into the usual lecture format. However, co-teaching is not simply about presentation. It can involve the whole ______of classroom activities. There are many models of co-teaching, and different authors have different ways to classify and name them. The ____________ for co-teaching also vary. The most important seem to be (1) to combine two types of teaching skill, the one more ____________, the other more specialist; (2) to deal with mixed ability levels in a _____________ way; and (3) as a strategy for maintaining discipline.

Task 12. Match the co-teaching strategy to its description in the table below: 1. parallel teaching 2. one teach, one drift / monitor teacher 3. traditional team teaching 4. station teaching 5. differentiated split class

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A. Two teachers jointly present a topic to a class and control the lesson together. B. Both teachers teach different aspects of the topic at the same time in different parts of the classroom. The students are divided into two groups and spend half the lesson with one teacher, half with the other. C. One teacher presents, sets tasks, controls transitions and assesses. The other circulates, monitors and intervenes to help students as necessary. D. One teacher teaches a more able group while another teacher gives intensive support to a less able group at the same time. E. Both teachers teach the same material to their half of the class at the same time.

Task 13. Discuss in groups of four. Implications for EMI 1. Could any of the above techniques be helpful in delivering EMI? If so, which? If not, why not? 2. How should the team teaching roles be carried out i.e. which roles are to be carried out by content specialists and which by language teachers? 3. Draw up a table of potential benefits and potential drawbacks in using team teaching for EMI. Potential benefits

Potential drawbacks

Task 14. If language specialists do not team-teach with subject specialists, how else can they help to make an EMI course a success? In what ways should the two work together? Discuss in pairs.

Peer-observation Preparing for peer-support observation As part of this course, you will observe one another teaching in English as preparation for the final examination. You each need to prepare and present a 20-minutes lecture before the groupmates. The first observation will take place in the classroom in front of your peers. 47

Task 15. Read the text and define the difference between two types of observation.

Peer observation is

a form of peer review within teaching practice where colleagues observe each other's practice to provide feedback and discussion that will promote reflection and support professional development

There are different types of observation for different purposes. In this case the observation is formative (developmental) and not summative (an assessment). Therefore, you should aim to help your partner by giving constructive advice with the aim of helping your partner to improve. The aim is to make you both more reflective about your own teaching in English, and to help you to become better at EMI. The observation is informal but is intended to be of practical use. Therefore, it should be as realistic as possible. If you do not teach in English already, then you will need to prepare a short lecture segment in English and arrange to present it to your peers as realistically as possible. In this case, you need to arrange a time for the lecture and time to discuss the observation briefly afterwards. The observation should last twenty minutes. The observer is asked to make notes for reference when giving feedback. A form for recording the observation is included in the task 21. It is not necessary to hand this in, but you should show it to the person you are observing. Tell the person you observed what you liked and what ideas you have learned from them. Ask them what they thought they did well and not so well. If there is something they are unaware of (e.g. pronunciation of certain words is hard to understand) then let them know. You will not be asked to report back on your partner, but you will be asked about what you have learned yourself from the exercise. Task 16. Write down three positive things and three negative things that could happen in peer-support observation. Positive

Negative

a) With your partner, discuss what can be done to avoid or mitigate the negative things. b) What do you think the most important benefit could be?

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Task 17. Use the form to observe your peers. Evaluation form for peer observation Structure Was the presentation organised in a well-structured way? Signposting Did the lecturer signpost the structure of the lecture at the beginning, and in making the transition from one stage to the next? Visuals Did they give students a visual way of understanding key information? Did they avoid having too much text? Recaps and repetition Did they repeat key information at selected points and sum up at the end? Did they echo(repeat) students’ answers when necessary so as to make them clear to other students? Questions Did they invite questions from students? Were they comfortable answering them? Intonation and phrasing Did they use the rise and fall of their voice so as to make the meaning of each sentence clear? Did they use stress to emphasise key points? Pace Was the lecture paced slowly enough for clear comprehension, but fast enough to maintain interest? Key terms Did they point out the key terms? Did they give clear explanations of them? Did they use effective examples? Pronunciation Was the pronunciation clear? Note any words badly pronounced. Grammatical errors. Make a mark for each grammatical error noticed. Lexical errors. Make a mark for each wrong choice of word. Note any examples if possible. What was good? What would I like to copy from you?

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Developing a Course Syllabus Task 18. Study the information below and give your reasons whether you find developing syllabus for your EMI students useful or not. The development of a course syllabus is an integral part of an instructor's overall pedagogy because the syllabus provides students with a comprehensive overview of the course's aims and objectives, learning outcomes, and assessment strategies. In many ways, the course syllabus functions as text itself for each course. Because of this, much care must be taken in developing a syllabus that communicates all aspects of a course to students. Task 19. Study the table and say how the syllabus helps students to succeed in your subject. What Questions Do Students Have About Their Classes? Question or issue

Syllabi Elements

Why is this important?

What is this class?

Title, location, days & times

This info clearly states which class the syllabus is for—a handy reference both now and later for both student and professor.

Who is teaching this class?

Professor, contact information (phone & email), office location & hours.

Useful for finding the professor for office hours & when there are problems, questions, compliments, requests for letters of reference; clarification in transfer or waiver requests (from other colleges).

On what is my grade based?

Weight and points for assignments, tests, quizzes, participation (not attendance!), extra credit or enrichment; philosophy of grading; grading scale.

Clearly states expectations and requirements for passing and/or excelling in the class.

What work do I have to do?

Reading schedule, due dates, descriptions Time management and planning and outlines for the above assignments, for professor and students. etc.

What can I expect from this class?

Topical schedule (what concepts/theories/events are you covering & when); Policies: classroom behavior & etiquette; student conduct.

For their protection and ours, listing those policies that are also published in the schedule & catalog calls attention to them in case students hadn’t seen them elsewhere.

What else can I do to excel in this class?

Extra credit or enrichment assignments (graded or not).

For those who want to go the extra mile (or who need to). Supplementary information for those in whom you ignited a spark of excitement about your discipline.

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Task 19. Study the text and define: – the key features of each type of syllabus; – the best type of syllabus for an EMI course. What’s in a content? Six types of syllabus Although six different types of syllabi are treated here as though each occurred "purely," in practice, these types rarely occur independently of each other. The distinguishing factor is often the way in which the instructional content is used in the actual teaching procedure. 1. "A structural (formal) syllabus." The content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught. Examples include nouns, verbs, adjectives, statements, questions, subordinate clauses, and so on. 2. "A notional/functional syllabus." The content of the language teaching is a collection of the functions that are performed when language is used, or of the notions that language is used to express. Examples of functions include: informing, agreeing, apologizing, requesting; examples of notions include size, age, color, comparison, time, and so on. 3. "A situational syllabus." The content of language teaching is a collection of real or imaginary situations in which language occurs or is used. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. Examples of situations include: seeing the dentist, complaining to the landlord, buying a book at the book store, meeting a new student, and so on. 4. "A skill-based syllabus." The content of the language teaching is a collection of specific abilities that may play a part in using language. Skills are things that people must be able to do to be competent in a language. Skill-based syllabi group linguistic competencies (pronunciation, vocabulary, grammar, and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, and so on. The primary purpose of skill-based instruction is to learn the specific language skill. 5. "A task-based syllabus." The content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning. The tasks are defined as activities with a purpose other than language learning. Language learning is subordinate to task performance, and language teaching occurs only as the need arises during the performance of a given task. Examples include: applying for a job, talking with a social worker, getting housing information over the telephone, and so on. 6. "A content-based-syllabus." The primary purpose of instruction is to teach some content or information using the language that the students are also learning. The students are simultaneously language students and students of whatever content is being taught. The subject matter is primary, and language learning occurs incidentally to the content learning. An example of content-based language teaching is a science class taught in the language the students need or want to learn, possibly with linguistic adjustment to make the science more comprehensible. Task 20. Syllabus elements Study the syllabus elements and mark them as compulsory C or optional O from your point of view.  Title of the course/course number  Location/time of the course  Name of the instructor/Office location/Office hours/Office phone/School e-mail 51

          

Required text/materials Catalog description of course/perquisites (if any) Course objectives/learning outcomes Attendance policy Late work policy Students with disability statement Grading scale Assignments with points possible or % grade weight Calendar of assignments with due dates Message from instructor Disclaimer stating that this is a plan for the semester that might change as class needs develop

Task 21. Study the syllabus template and define its main sections Class Syllabus Science Department Semester/Year Course Title:

Environmental Science

Course Number: Instructor:

Required materials:

Dr. Bob Smith, Ph.D.

Office location: Leprino 110 Office hours: M,W,F 1:00 – 5:00 Office telephone: 111-111-1111 Email address: [email protected]

Keller, Edward A. & Botkin, Daniel B. (2010) Essential environmental science.

Additional Materials: Environmental Journal Course Description/Objectives: The course is an introduction to environmental science with an emphasis on the complexity and interrelatedness of environmental issues, concerns, problems, and economics. The impact of humans on ecosystems, resources, energy and the environmental are presented. Special reference is made to the significance of sustainability and the politics involved in its promotion. The problems of pollution, waste management, hazardous and toxic materials are explored in depth. The roles of business, industry and government related to the environment will be addressed. Course Prerequisite: none, but it is highly recommended that a pre-college or college-level composition course be completed prior to enrolling in Environmental Science. School Policies: 1. Assessment: Students will be assessed using formative and summative methods such as tests, papers, labs, projects, quizzes and participation.

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2. Plagiarism: Submitting plagiarized work for an academic requirement is considered misconduct. Plagiarism is the representation of another’s work of ideas as one’s own; it includes the unacknowledged use of another person’s ideas. 3. Lecture participation: Students are encouraged to participate in the learning process and are responsible for all assigned readings. It is recommended that students complete each reading and assignment prior to the corresponding class. 4. Lab participation: Students are required to participate in all labs. Attending less than 70% of the labs is an automatic failure of the course. 5. Exams and Quizzes: Students will be allowed to make up 1 exam or quiz at the discretion of the instructor, and arrangements must be made within 24 hours of the missed exam or quiz. Makeup of missed exams must be arranged with the faculty and completed within the week of return to class. A valid excuse must be given and may require a written excuse. 6. Exams and quizzes: Students will have weekly quizzes and unit exams. The course will have two finals-one at the end of each semester. 7. Class assignments: (lecture and lab) Students will have a one-day grace period for submission of the class assignments. Assignments turned in after the grace period will be considered late and will have points reduced by 10% for every calendar day the assignment is late. 8. Lab: Labs are open for use when a faculty or lab monitor is present and there is not a class present in the lab. Lab safety is the responsibility of all and you are expected to read and abide by the safety guidelines. Students must sign lab waivers prior to participating in labs. 9. Cell phones: Cell phones must be kept out of sight and the ringer turned off at all times. 10. Academic misconduct: Any activity that compromises the academic integrity of the course or subverts the educational process will be investigated by the school and dealt with accordingly. Examples include, but are not limited to: cheating on exams and/or class assignments, plagiarism, falsification of records, unethical computer use, and unauthorized removal of materials from the classroom, lab, library or offices. 11. This syllabus is subject to change. All changes will be announced in class and online with a new syllabus posted. Course Evaluation Criteria: Exams – 60% Labs – 20% Assignments – 10% Recitation – 10% School Grading Scale: 100 – 93.0% 92.9 – 90.0% 89.9 – 87.0% 86.9 – 83.0% 82.9 – 80.0% 79.9 – 77.0% 76.9 – 70.0% 69.9 – 68.0% 67.9 – 67.0% 65.9 – 63.0% 62.9 – 60.0% 59.9 – 0.0%

A AB+ B BC+ C CD+ D DF

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Course Content Description Environmental Science Week Topic Reading Student Assignments – Introduction environmental science 1 Chpt 1 Assessment pre-test and the study of our earth Lab: Using the metric system – Fundamental issues in Environmental Lab: Plant radishes Science – Environmental systems – Scientific method and environmental Chpt 2 2 Reading quiz – chpt 1 problems Lab: Landfill system Lab: – States of matter Soil habitat and microscopic – First and second laws of organisms thermodynamics 3 – Biogeochemical cycles Chpt 3 Quiz over chpt 2 and – Inputs/outputs and system changes thermodynamics 4 – Ecosystems Chpt 4 Reading quiz over chpt 3 – Energy flow Class assignment #1 – Cycles – Natural and anthropogenic disturbances 5 – Biological diversity Chpt 5,6 Reading quiz over chpt 4 – Restoration ecology Lab: Quadrat – Global circulation patterns Lab: Landfill – Biomes 6 – Forest and wildlife Chpt 7 Exam I over chpts 1-6 – The effect of environmental changes Lab: Completion of soil on speciation and extinction habitat – Ecological niche Food web 7 Midterm review and test Midterm test – The environment in current events Current event coverage and presentation 8 – Human population growth Chpt 8,9 Reading quiz over chpt 7 – Limits to growth Class Assignment II – Economic development and Lab: Chemical weathering sustainable development Lab: Acid rain effects on – Environmental health, pollution, and plants toxicology Lab: Food web report due 9 – Ecological succession Chpt 10 Reading quiz over chpts 8,9 Lab: Chemical weathering – Keystone species Lab: Pollutant effects on – Agriculture and environment microbes – Soil formation and mineral extraction Class assignment III

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10

– Water and environment Chpt 11 – Management of water distribution – Future availability of water and human consumption

11

– Oceans and environment Scientific – Climate variation Journal – Ocean pollution and international laws

12-13 – Land use – Tragedy of the commons maximum sustainable yield

and

Chpts 12,13

14

– Feeding the World – Overcoming hunger and malnutrition – Modern industrial agriculture

15

– Earth’s atmosphere and climate Chpts – Photochemical smog and acid 14,15 deposition – Waste management Chpt 16 – Reduce, reuse, recycle and composting – Landfills and incineration implications – Hazardous waste problems and disposal Midterm review and test – The environment and current events

16

17

18

19

Scientific journals

Exam II over chpts 7-10 Lab: Chemical weathering Lab: Water quality of potable/non-potable source Class assignment IV Student research Biome presentations Lab: Water quality monitoring Reading quiz over chpt 11 Lab: Chemical weathering Lab: pollutant effects on microbes Student research Solving the problem presentations Lab: Photosynthesis Reading quiz over chpts 12,13 Lab: Acid rain effects on plants Exam III over chpts 11-15

Midterm test Current event coverage and presentation Reading quiz over chpt 16 Lab: Landfill data collection and analysis

– Human health and environmental risks Chpt – Emerging infectious diseases 1719 – Toxic chemicals – Dose– response studies, retrospective studies, and prospective studies – Risk analysis and philosophies of Scientific Research on bioaccumulation chemical regulation Journal Presentations – Chemical concentrations in organisms

20-21 – Conservation of Biodiversity – Declining biodiversity – Single species approach to conservation – Ecosystem approach to conserving biodiversity

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Chpts 20-22

Reading quiz over chpts 1719 Lab: Landfill report due

22-23 – The politics of environmental laws Scientific Roundtable discussion – Global change, global climate change, Journal and global warming – Solar radiation reading – Feedback loops 24

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Environ Lab reports – Natural hazards mental Opinion essays from reading – Environmental economics law – The politics of sustainability assignments journal – Environmental laws and economic reading growth Student presentations – lab findings Exam – Final

Course Competencies and Student Learning Outcomes Upon successful completion of this course the student will be able to: 1.0 Analyze and discuss the complexity and interrelatedness of the environment, society, politics, business, industry, agriculture, economics, ethics, values, science and scientific thinking, environmental issues (concerns and problems), environmental justice, environmental decision making, risk assessment, risk management, and the politics involved in sustainability. 2.0 Explain the interdisciplinary nature of environmental science and the areas involved in the process of environmental decision making 3.0 Explain, using examples, why environmental problems may not coincide with geographic or political boundaries 4.0 Identify organizations and the role of international organizations relative to the quality of the environment 5.0 Explain how humans place a value on the environment including the justifications of utilitarian, ecological, aesthetic, moral and stewardship Task 22. Use the template of Task 20 and design a syllabus for your course.

Homework Unit 4 Task 1. Read the questions below and watch the video of a webinar (an online seminar) by Cambridge University Press ELT (English Language Teaching) about the flipped classroom. You need only watch the first 28 minutes 30 seconds. Make notes while you watch. https://www.youtube.com/watch?v=w2F3wj7eT54 a) According to the video, what are the benefits of a flipped classroom? b) What drawbacks are discussed? c) In your opinion, how realistic are the benefits, and how serious are the drawbacks? d) What do the following words mean: ascertain, differentiation, pitfall? e) Think about how you watched the video, whether you replayed parts or used subtitles. f) Now consider the video as an example of a flipped classroom resource. Think about structure, signposting, vocabulary, sound quality, visuals. How suitable is it for i) NES students ii) NNES students?

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Task 2. Design a flipped lesson on one of the topics of your course

Flipped lesson plan Work in teams of three and produce a 2-hours class for the topic of your choice. Use the questions below to help you. 1. What is the topic of your lesson? 2. What is the main objective? 3. What skill(s) do you want to develop in your students? 4. What should students do before they come into the classroom? 5. What resources should they study? 6. What classroom activities would the students do? 7. What is the lesson structure and timing of the classroom activities? 8. How would you check students’ comprehension? 9. What activities would you offer for developing high-order thinking skills? 10. What would students do after the classroom (think of the project work or other activities)? 11. How would you enhance their team working skills? 12. What outcomes do you expect students to show? Topic: Objective: Before

During

Lesson Timing

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After

Unit 5 Lecturing in EMI This unit covers:       

Lecture structure Signposting your argument Scaffolding techniques Checking student comprehension Interactivity in lectures Managing questions Concluding

Lead-in Discuss in pairs: 1. Do you enjoying lecturing? Why (not)? 2. Do you remember your best and worst lecturer experience? 3. How do you improve your skills of a lecturer? 4. Do you have a model lecturer? 5. If you are to choose one defining adjective for a lecturer, which one would it be? 6. What is your ideal learning environment? Give 5 words you associate with it. 7. What is the learning environment that surrounds you at the university? Give 5 words you associate with it. 8. Are the learning environments from questions 6 and 7 similar/different? How?

Active vocabulary Signposting Scaffolding Retention Recall Elicit Enhance Broadcast opening and closing Stimulate Discourse Appropriate

signaling to the listener the structure of the lecture a temporary structure used while building something; an educational technique the ability to recall what has been learned remember bring out, draw out improve a one-way form of communication, sending not receiving the first and last sections of a lecture excite written or spoken communication or debate suitable

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A Lecture Task 1. Discuss in groups of three. Define what the lecture is A lecture is ____________________________________________________________________ ____________________________________________________________________ ____________________

Task 2. A lecture is composed of three primary ingredients, which can make or break the lecture. What are they?

1._________

2._________

The first and most important element of a lecture is the audience. The audience is the reason for the lecture, the means by which the lecture can succeed or fail, and a source of energy and inspiration for the lecturer. The next important element of a lecture is the lecturer. The lecturer is the master of the show. She or he alone defines and sets the pace, the tone, and the style of the lecture. The lecturer is

essentially responsible for taking in the emotions, feelings, and 3._________ energy of the audience and focusing them towards the presentation and the description of a single point. The third and final important ingredient of a lecture is the lecturing medium. The lecturing medium is the way and form in which ideas are transferred from the lecturer to the audience. This can be thought of as a communication channel or link between the lecturer and the audience. The default and baseline modality of this channel is obviously speech. However, it also can consist of the usual PowerPoint presentations, chalkboards, slide shows, etc. Task 3. Agree or disagree with the following statements.  today, all lecturers must be captivating and exciting. There must be a shock factor in lecturing, with surprises here and there and gimmicks to refocus the attention of the students.  outlines ruin the surprises of the lecture  a lecture is a theatrical performance  it is essential for amateur as well as experienced lecturers to make a detailed preparation for the lecture and to rehearse beforehand  a lecturer should meet students’ expectations. 21st century students have a shorter attention span and are used to the interactive nature of the internet and the polished look of television shows  the worst lectures tend to be those that have no focus, no point of convergence, and no basic themes that can be stated in a simple and understandable manner.

Task 4 1. Look at the picture below of a medieval lecture. Are the students all engaged? What does this suggest about the traditional lecture?

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2. A common criticism of lectures is that they are a ‘broadcast’ form of communication in which students spend all their time listening This means that the lecturer has little opportunity to check the students’ understanding of the lecture. 3. In groups of four, discuss: a. Do you agree with this criticism? Why (not)? b. Is it more or less important in an EMI setting? c. What can be done about it?

Task 5. Teaching in Large Group Lecture Classes Watch the video of Dr. Mark Paternostro that bases his approach to lectures on Robert Gagne’s Nine Events of Instruction (See the diagram underneath). https://www.youtube.com/watch?v=Q4d8bKmhkyg

Image source: https://coursearc.com/gagnes-nine-events-of-instruction/ Task 6. Study the table below and 1. Give a two-minutes introduction to the lecture using two of the gaining audience attention strategies. 2. Formulate the relevance of the lecture objectives to the course.

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3. Explain real world applications of two of the concepts/terms/methods/laws etc. you present at the lecture. 4. Make a small quiz (from 5 up to 7 questions) on prior knowledge. 5. Write 5 study guide questions for your students.

Nine Events of Lecturing 1.     

Gaining Attention Items from the media Stories / anecdotes Demonstrations Questions Humour

4. Presenting the Material  Break the lecture into small chunks  Add hooks every 10–15 minutes  Use a variety of media and methods  Use simple examples to teach complex concepts  Be a teacher-performerentertainer 2. Informing Learners of 3. 5. Providing Learning the Objectives Guidance  Review what and how it  Highlight important will be covered today ideas, concepts or rules  How objectives are  Use repetition – not only relevant to the course in the lecture  Explain real-world  Use summaries, applications transitions  Provide study aids  Provide learning strategies 3. Stimulating Recall of 4. 6. Eliciting Performance  Allow time in lectures or Prior Learning  Quiz on prior knowledge before next lecture  Ask questions to review  Provide case studies or related material simulations  Make connections to  Study guide questions previous material  In-class or online quizzes  Conduct a “mini-review”  Ask questions to class of the week (to reconstruct the key points of what they learned)

7. Providing Feedback  Feedback should be immediate, specific and corrective  In-class questions and answers  Quizzes should be returned in a timely manner  Allow additional practice opportunities after feedback is given 8. Assessing Performance  Provide independent activities that test student knowledge skill acquisition  Assessment needs to be appropriate, relevant  Can build in Powerpoint quiz/summary-transition slides (gapfill summary of previous section) 9. Enhancing Retention and Performance  Make connections to previous work, future topics  Apply learning in realworld scenarios  Highlight connection with other subject areas or professional duties

Task 7. Discuss the following questions based on the bullet points above: 1. Do you use any of the techniques recommended above? 2. Which technique would you most like to try out? 3. Which techniques do you think are difficult to use when teaching in English? Task 8. Watch Paternostro’s video from 39:30 to 52:30. using the link. https://www.youtube.com/watch?v=Q4d8bKmhkyg and answer the questions. 1. What constraints affect teaching large groups? 2. What suggestions does he offer for making lectures interactive? 61

3. 4. 5. 6.

Is interactivity important in an EMI lecture? What suggestions does he make about how to conclude a lecture? Is the conclusion important in an EMI lecture? How useful do you find his suggestions?

Classroom Video 5.1 Task 9. Scaffolding. Watch the video and answer the questions: https://www.youtube.com/watch?v=Du6vqSOj7UU 1. Who was Lev Vygotsky? 2. What is the Zone of Proximal Development (ZPD)? 3. What is scaffolding? 4. How might the ZPD of an EMI student differ from that of a student studying the same content in their L1? 5. How might social interaction differ for an EMI student from that of a student studying the same content in their L1? 6. Can you give an example of instructional scaffolding? How might scaffolding help an EMI student? Task 10. Scaffolding techniques Work in groups of three. Group 1. Study the techniques 1,2,3,4, create the Mind Map for them and present it to the other groups. Group 2. Study the techniques A, B, C, D, complete a table and present it to the group. Name of the technique

Function

A B C D 1. Modelling. This is the classic example of scaffolding. First, the teacher carries out an activity, such as solving a mathematical problem, in front of the class. The teacher should “think aloud” to explain each step of the solution. Then the teacher tackles a similar problem with the help of the class. Finally, the scaffolding is removed and the students have to solve another similar problem on their own. Other techniques of modelling include providing model examples of answers; and the “goldfish bowl” technique, in which some students try to model a skill (e.g. debating a topic) while others observe and assess their efforts. 2. Tapping into prior knowledge. This does not just refer to previous learning. It involves trying to get students to relate the topic of the lesson to their own previous experiences (though for some topics the teacher might have to suggest possible connections). 3. Giving students time to talk. Students need time to process new information. Moreover, they will be more comfortable speaking in front of others if they can test their views out on a friend first. One suitable strategy is Think-Pair-Share (TPS), in which a teacher asks students to think individually about a question, then to discuss it with their partner, then to report their views as a pair to the whole class. 62

4. Pre-teaching vocabulary. This technique (“frontloading” vocabulary) can be applied to lectures, audiovisual resources or texts. The idea is to pre-teach difficult vocabulary so as not to impede understanding when the student is actually listening or reading. Using photos or memorizing techniques can make the exercise more interesting. A. Visual aids Using diagrams means to organise or illustrate ideas can aid understanding and retention. The use of visual aids to support a lecture also builds in some useful “redundancy”, so that there is a safety net if the student fails to understand the spoken word. Slides can also make clear how an unfamiliar word is written. However, too much text could distract the student from what is being said. B. Pausing to check understanding This technique relies on making space in lectures to ask questions in a timely way, so that misunderstandings are corrected early on. As a result, the lecturer is less likely to leave the students behind. C. Project work can be scaffolded. Students can be assigned scaled-down projects, which prepare them for bigger tasks e.g. a mini-research paper. Allowing trial runs and setting aside time in class for project work can help completion. Setting interlocking tasks for different groups and using different assessment formats and media can raise motivation. Mixing individual and group assessment is also useful. D. Lecture capture. If lectures are recorded, students can watch and re-watch them at their own pace, allowing them to revisit difficult sections as much as they like. Lecturers can also edit, break down and improve the recorded version. Evidence of the impact on attendance and learning is mixed. Based on ‘Scaffolding Student Projects: Seven Decisions’ (Yale Center for Teaching and Learning) https://campuspress.yale.edu/yctl/scaffolding-studentprojects/ ‘Scaffolding Student Learning with Lecture Capture’ (University of Sussex) http://blogs.sussex.ac.uk/tel/2017/04/25/scaffolding-student-learning-lecture-capture/

Task 11. Discuss: 1. How potentially useful are these techniques for helping students on EMI courses? 2. Try to think of your own example of how an educational task could be scaffolded. Task 12. Questions for checking comprehension 1. What is the difference between an open and a closed question? 2. List their advantages and disadvantages from the teacher’s point of view in the table. Advantages

Disadvantages

Open questions

Closed questions

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Task 13. Read texts A and B below. Discuss in groups: 1. Are the two texts in agreement with each other? 2. What is your opinion on how to use questions effectively? Text A. Provide time for students to think while you check for understanding. For this strategy, you start by discussing a new concept or idea, then you pause for a moment to let it sink in, then you ask a strategic question, and pause for another moment. Open-ended questions are the best to use here because they allow students to use their critically thinking skills to come up with an answer. Make sure to give students an ample amount of time to think about the answer, and after one student has answered, keep the others engaged by calling upon more students to reiterate what the first student just said. If you really see that students are having a hard time answering your question then use this question for your cooperative learning groups so students can get the opportunity to discuss it with their classmates. From http://www.teachhub.com/5-scaffolding-teaching-strategies-try-today

Text B. Asking provocative or open-ended questions is a helpful way to engage the audience and gather feedback on student learning. But it is important to ask questions that are conversation starters and not conversation stoppers. Some typical conversation stoppers: • "Are there any questions?" is probably the least provocative question you can ask your audience. Students have been conditioned through years of schooling to recognize this question as a specific type of marker or signal, i.e., as a signal that you are finished, or ready to move on to another topic. In some cases, the students will not answer this question because they, too, would like to move on, while in other cases, students will be reluctant to pose a question because they do not want to "bother" you (since you have indicated that you are ready to move on) or "bother" their classmates (by "interrupting" their instructional time). • Questions that are too vague or general and lack (or are perceived to lack) a direct connection to what is being discussed. • Questions that are too detailed or complex and require the students to piece together the notes they have just taken. Some techniques for developing conversation starters: • Asking the audience to answer a multiple choice question or to select the best response from a range of possible options. • Asking the audience to complete a sentence or "fill in the blank".. • Asking the audience to apply the new concepts to a case, problem, or example. • Asking the audience to rephrase a concept or idea in different terms. • Making the question "Are there any questions?" into something more specific and meaningful, such as, "Are there any questions about how X (theory, concept, idea, argument) relates to Y?" or "Are there any questions about how this approach might differ from other approaches of techniques discussed in class?" or "Are there any aspects of this theory (or approach, or concept) that remain unclear?" Jason N. Adsit, http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1146

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Task 14. Dealing with questions. 1. Why are student questions important in an EMI lecture? 2. Why should dealing with questions be more difficult in an EMI lecture? 3. When should student questions be taken in an EMI lecture?

Classroom Video 5.2 Task 15. Watch the video from the Autonomous University of Barcelona (UAB) about ‘Managing Questions’ (11.30 minutes). Make notes while watching. a) What is special about grammar when we ask questions in the classroom? b) What types of questions do the teachers ask? c) What types of questions do the students ask? d) Why should teachers avoid Yes/No questions? e) What strategies of understanding students’ questions does the video suggest? f) Which technique did you find most useful? g) Do you have any other suggestions? Task 16. In groups of four, discuss: a) How to end a lecture effectively? b) Would you do anything differently in an EMI setting? c) What are the common problems in ending a lecture?

Classroom Video 5.3 Task make

17. Watch the UAB video about ‘Concluding’ (13.22) and notes.

Task 18. Write down three general recommendations form the video how to make conclusions. 1. __________________________________________________________ 2. __________________________________________________________ 3. __________________________________________________________

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Task 19. Complete the table. The first type of conclusion is done for you. Types of conclusions №

Type of conclusion

Function

Vocabulary

Grammar

1

Summary conclusion

recap the most important ideas covered within an argument loop.

in summary; to sum up; in brief, in short; in a nutshell Let's briefly summarize the main points. In a few words what we have discussed is. We'll now briefly refer to the essential points.

present perfect; or present perfect continuous

2

Relevant conclusion

present simple

3

strong verbs, modal verbs

4

5

To conclude a problem based argument

present simple

Anecdotes, stories, tales, and quotes

6

Reporting verbs Say, state, claim, suggest, affirm, argue.

Homework Unit 5 1. Search the Internet for the lecturer you can learn from in terms of style and teaching techniques. Bring it to the classroom, show it to the groupmates and make a 2-minutes speech on 3 key things you would like to adopt. 2. Video 5.4. Watch the UoS video about «Improving lecturing style». Make notes about what is wrong with this lecture. 3. Video 5.5. Watch the UoS video about «Identifying elements of effective lecturing style». Make notes about why the lecture is effective (or why not, if you disagree).  What made the first lecture ineffective?  What made the second lecture effective?

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Unit 6 How to lecture in EMI This unit covers:  Clarifying concepts  Describing graphs, charts and tables  Describing processes and causality  Using interactive techniques in a lecture  Indicating the strength and certainty of evidence about a subject  How to influence your audience

Lead-in Task 1. Study the table below and discuss in groups of three what language functions the EMI teacher should perform in lecturing. Exemplify the functions. The first two are done for you. Overview of lecture functions and subfunctions Functions Informing

Elaborating Evaluating Organizing discourse

Interacting

Managing the class

Subfunctions Describing Recounting Reporting Interpreting Demonstrating Exemplifying Reformulating Indicating attitude Indicating degree of commitment Orientating Structuring Relating Regulating interaction Involving the audience Establishing a relationship with the audience Managing organizational matters Managing delivery Managing the audience

1. To define the main concepts______________ 2. To describe graphs, charts, tables__________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________ 6. _____________________________________

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Active vocabulary causality conditional clicker student response system certainty objectivity deficiency enlargement realia migrate HEI to poll

the relationship between cause and effect a grammatical structure commonly used to discuss possibilities a device for polling student opinion in a lecture theatre any technology that allows students to respond to a lecturer the degree of belief we have that something is true a view that is not dependent on individual opinion a lack of something when something is made bigger objects that are used in everyday (real) life to move to another country higher education institution (university) to survey opinion on some question, to ask people to vote

Functional Language Task 2 Think about the language you might use when lecturing, from the point of view of the functions you wish to express during your lecture. This will help you with language and with structure. Read the examples below of functional language used in lecturing in English. Examples Function 1: providing examples Now here’s an example that I think will make this point clearer… Let me give you an example of what I mean… Function 2: telling anecdotes Actually, I’ve had personal experience of this. A few years ago… In fact, this reminds me of the time… Function 3: being persuasive Now, if you forget everything else I’ve said, please remember this, especially when you write something for me to read… And what particularly interests me about this, is… Function 4: placing emphasis And this is the most important idea… What I think can particularly help us to understand this idea, is… Share your ideas in a group. 1. Tell each other the language and phrases that you use when lecturing in English. What works well for you? 2. Is your style similar to the one mentioned above? Or do you have a different approach? Task 3. Brainstorm in groups of three the ways to CONCEPTS/TERMS. 1. _____________________________________________ 2. _____________________________________________ 3. _____________________________________________ 4. _____________________________________________ 5. _____________________________________________

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define and

clarify

Classroom video 6.1 Task 4. Watch the video of UoB «Definitions» and complete the table. 1

Type Direct

Example A light bulb is an electric device that produces light with a heated filament fire.

2 3 4 5 6 7 8

Task 5. Match the types of definitions with the following statements 1. “NMR is a phenomenon which happens when the nucleus of an atom is immersed in a static magnetic field and then exposed to …” 2. “A peak is the transition from expansion to contraction.” 3. “A dog is a domesticated animal that has four legs, a tail, a snout, a hairy coat and emits barking sounds.” 4. “The transition from contraction to expansion is called a trough.” 5. “Antigenic variation is the mechanism by which an infectious organism such as a protozoan, adapts its surface proteins in order to evade …”

A. B. C. D. E.

Property list definition Process definition Direct definition Contextual definition Reverse definition

Task 6. Choose one of the concepts from your field of expertise and define it in 5 different ways. 1. ________________________________________________________________________ 2. ________________________________________________________________________ 3. ________________________________________________________________________ 4._________________________________________________________________________ 5. ________________________________________________________________________

Classroom Video 6.2 Task 7. In pairs, discuss what advice you would give about the use of graphs in an EMI context. Watch the UoS video, ‘Describing Graphs’. How similar was the advice on the video to your own? Do you agree?

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Task 8 A. Watch the video ‘Describing Graphs’ and complete the sentences. Let's get started with a simple classification of graphs. Line and (1) _______ charts are greatly popular as they help represent the interaction among different variables. (2)_____ charts are quite efficient to present (3) _____________ and percentages. Some people will argue that tables also help present information in a more (4) ____________ way. Of all these graphs, perhaps the one that poses the biggest challenge is the (5) ______ chart. Their beauty lies in the fact that every little line going up or down or just sliding straight can be meaningful and is thus susceptible to a description. When lines describe a dramatic (6) _________ movement, we will call it a rise, an increase, or a growth. Dramatic downward movements will be described by the opposite words. So a fall, a decrease, or a (7)________. B. Complete the sentences. Write down the metaphorical expressions. (8) _______ up sky ______(9) take _____(10) hit ______(11) _______(12)

take a

Task 9. Correct use of prepositions is also important. Study the main prepositions you will need to use. PREPOSITIONS OF TIME in [month/year/morning, afternoon etc] at [9 o’clock, 10.30 am etc] from..[a point in time]..to… [another point] between…[a point in time]..and… [another point] during [a period of time] by [a point of time arrived at, no sooner than] until [a point of time reached] since [from a point in the past until now]

PREPOSITIONS OF QUANTITY to rise from $1m to $2m to increase by 100% a decrease of 50% to fall from $2m to $1m to fall by 50% to remain (stable)/stay (stable)/stabilize at 2%

Task 10. Complete the following sentences with the correct preposition 1. ……… January there was a noticeable rise in the number of people taking sick leave from work. 2. From 1996 ……… 2006 there was a steady increase in sales of organic produce. 3. ……… June sales figures had been low, but later they began to increase rapidly. 4. From November ……… the end of the year energy consumption continued to rise. 5. There has been a marked decrease in road accidents ……… the new laws were introduced in 2005. 6. The price of the oil rose sharply ……… nearly $11 per barrel. 7. The price remained ……… $11 or $13 per barrel until 1979. 8. For the next few years the price fell ……… about 5%. 9. In 2000 there was an increase ……… 10%.

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Task 11. Study the Model Answer and define the main parts of the graph description

The graph below shows female unemployment rates in each country of the United Kingdom in 2013 and 2014

Model answer The bar chart shows the unemployment rates among women in the countries that make up the United Kingdom, both in 2013 and in 2014. There has generally been a small decrease in female unemployment rates from 2013 to 2014, except in Scotland. In 2013, 5.6% of women in Northern Ireland were unemployed. The only country with a smaller percentage of women unemployed was Wales, with a rate of 5.4%. Both countries saw a decrease in the percentage of unemployed women in 2014. In Northern Ireland, the percentage fell to 4.6% and in Wales it fell to 5%. England had the greatest percentage of unemployed women in 2013, with 6.8%. However, this decreased by 0.3% in 2014. Lastly, Scotland was the only country which had an increasing percentage of unemployed women. In 2013, it had 6.1% of women out of work. This increased to 6.7% in 2014, making it the country with the highest female unemployment rate of the four countries.

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Task 12. Read the following sample answer. Complete the answer by filling the gaps with the words in the box.

The graph below shows the amount of money spent on books in Germany, France, Italy and Austria between 1995 and 2005.

.

biggest

sharp

least

dramatically

much

less

more

three times

The line graph compares the amount of money spent on buying books in Germany, France, Italy and Austria over a period of ten years between 1995 and 2005. In 1995 Austria spent the ........... amount of money on books, while Italy and France spent about as........... as each other. However, by 2001, the gap in spending between these two countries had widened and considerably ........... money was spent in France than In Italy. As can be seen from the graph, the amount of money spent increased in all four countries but rose the most ........... in Austria. The period between 2000 and 2005 saw a ........... growth and in 2005 the Austrians spent ........... as much money as they did in 1995. However, during this ten-year period, Germany remained the ........... spenders on book, with all three other countries spending much ........... on them.

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Task 13. Describe the graphs. 1. One of you should study graph A below, one of you graph B, for five minutes. 2. Now take it in turns to describe the graph to your partner. Give feedback to your partner about how clear their description was. What problems did you have and why? Graph A. Knowledge versus time.

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 73

Graph B. Men versus women: attitudes regarding money.

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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Task 14. In pairs, answer the questions about cause and effect below. Identify the cause and the effect in the examples in the following table. e.g. Iodine deficiency (cause) leads to enlargement of the thyroid (effect).

Phrases indicating causality Type of phrase Verbs (+ prepositions) indicating causality Cause; bring about; lead to; result in ; produce; give rise to Results from; stems from; is caused by; is brought about by; produced by; is driven by; can be attributed to Nouns (+ prepositions) indicating causality Consequence (of); result (of); reason (why); cause (of)

Example

The revolution brought about a complete transformation of society. Aggressive behaviour stems from an inability to deal with frustration by other means. The collapse of the Weimar Republic was one consequence of the Great Depression. Life expectancy has risen as a result of people eating better diets.

Higher wages and better living conditions are the reasons why some people migrate to wealthy countries. There was a traffic jam as a result of a car accident Prepositional phrases Because of; owing to; due to; on account of; as on one of the major roads. a result of; as a consequence of She wore glasses owing to her short-sightedness. Sentence connectors As a consequence; consequently; therefore; as He had toothache. Because of this, he went to the a result; because of this; as a result of this; dentist instead of going to work. because He did not go to work because he had toothache. The firm raised its prices, thereby increasing its Adverbial elements profits. She was so ill that she went into hospital. Thereby; thus; so (that); so (as to) He was so thirsty as to need emergency rehydration. His alarm clock failed to go off, making him late for -ing form work.

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Task 15. Match the causes (1-6) to the effects (a-f): 1. 2. 3. 4. 5.

The electricity supply failed. There was an outbreak of the Ebola virus. The river broke its banks. Prices rose faster than wages. Many parents take their children to school by car. 6. The government needed more money. a. The town was flooded. b. Living standards fell. c. The ministry of health took emergency measures. d. There is a lot of traffic in the morning when the schools are open. e. The city was plunged into darkness. f. Taxes were increased.

Task 16. Look at the pictures and describe the reasons and the effects of the events.

1

2

3 4

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 76

Task 17. Work in groups of three or four. Take turns choosing one of the things below and asking the other people in your group for explanations. (Note that some of them mean you have to pretend to be a politician etc.) Each person should use a different one of these expressions to give their reasons with:  so that + subject + verb  in order that + subject + verb  to + infinitive  in order to + infinitive  for + noun The best reason wins. 1. You exceeded the speed limit. 2. You introduced compulsory military service for all men and women. 3. You sent all the American diplomats out of the country. 4. You wired up your house to your neighbour’s internet connection. 5. You sat on a child’s chair until the legs buckled. 6. You suspended free bus passes for the elderly. 7. You asked a subordinate to clean your car. 8. You let a friend copy your preview DVD of a forthcoming film, and he released it for download on the internet. 9. You made jokes about your tutor’s hypothesis that he later found out about. 10. You copied most of your thesis from Wikipedia.

Task 18. Discuss in groups of three the tips helping students to process information. Discuss which ones you already use or might use. A B C D E F G H I J

Use simple language combined with scientific terms Speak slowly, pause frequently Pre-teach vocabulary Give an outline of what the class content will be Use supplementary materials such as charts, graphs, other visuals and realia Check comprehension with specific questions, not “Is it clear?” Highlight useful expressions for the students to use Use signposting and body language to highlight transitions Encourage use of English but don’t be afraid of students using their L1 Go online to find language resources

Classroom Video 6.3 Task 19. Watch the video of Professor Eric Mazur of Harvard conducting an interactive lecture at https://www.youtube.com/watch?v=wont2v_LZ1E

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1. What is different about the way he works compared to a traditional lecture? 2. What are the advantages of the way he works? 3. What practical problems would you face if you tried to do the same thing? Task 20. Read the article below about Eric Mazur and peer instruction. 1. What is peer instruction? 2. How and why does it work?

Peer Instruction Professor Eric Mazur, a physics professor at Harvard, found out the value of peer instruction. Mazur found that his students were good at applying mathematics, but had poor conceptual understanding, despite his best efforts. Serendipity provided the breakthrough he needed. Reviewing the test of conceptual understanding, Mazur twice tried to explain one of its questions to the class, but the students remained confused. “Then I did something I had never done in my teaching career,” he recalls. “I said, ‘Why don’t you discuss it with each other?’ Immediately, the lecture hall was a buzz as 150 students started talking to each other in one-on-one conversations about the puzzling question. “It was complete chaos,” says Mazur. “But within three minutes, they had figured it out. That was very surprising to me - I had just spent 10 minutes trying to explain this. But the class said, ‘OK, we’ve got it, let’s move on.’ “Here’s what happened,” he continues. “First, when one student has the right answer and the other doesn’t, the first one is more likely to convince the second - it’s hard to talk someone into the wrong answer when they have the right one. More important, a fellow student is more likely to reach them than Professor Mazur - and this is the crux of the method. You’re a student and you’ve only recently learned this, so you still know where you got hung up, because it’s not that long ago that you were hung up on that very same thing. Whereas Professor Mazur got hung up on this point when he was 17, and he no longer remembers how difficult it was back then. He has lost the ability to understand what a beginning learner faces.” This innovative style of learning grew into “peer instruction” or “interactive learning,” a pedagogical method that has spread far beyond physics and taken root on campuses nationally. https://harvardmagazine.com/2012/03/twilight-of-the-lecture Video 6.4 Task 21. Watch the video featuring Eric Mazur from 30:30 to 39:40. https://www.youtube.com/watch?v=dUJS48XQeXE 1. How does he combine polling with discussion? 2. At what stage does the learning occur? 3. Explain his three-way choice of actions depending on how many students get the answer right first time. 4. Is this method only suitable for science subjects? 5. Would you adopt this method if you could in an EMI class? Why (not)? What practical problems would you face if you did?

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Task 22. Look through the interactive strategies below taken from the source http://www.usf.edu/atle/documents/handout-interactive-techniques.pdf Interactive techniques for a Lecture 1. Picture Prompt – Show students an image with no explanation, and ask them to identify/explain it, and justify their answers. Or ask students to write about it using terms from lecture, or to name the processes and concepts shown. Also works well as group activity. Do not give the “answer” until they have explored all options first. 2. Think Break – Ask a rhetorical question, and then allow 20 seconds for students to think about the problem before you go on to explain. This technique encourages students to take part in the problem-solving process even when discussion isn't feasible. Having students write something down (while you write an answer also) helps assure that they will in fact work on the problem. 3. Word Cloud Guessing - Before you introduce a new concept to students, show them a word cloud on that topic, using an online generator (WordArt) to paste a paragraph or longer of related text, and challenge students to guess what the topic was. 4. Instructor Storytelling – Instructor illustrates a concept, idea, or principle with a reallife application, model, or case-study. 5. Grab a Volunteer – After a minute paper (or better: think pair share) pick one student to stand up, cross the room, and read any other student's answer. 6. Socratic Questioning – The instructor replaces lecture by peppering students with questions, always asking the next question in a way that guides the conversation toward a learning outcome (or major Driving Question) that was desired from the beginning. 7. Reverse Socratic Questioning – The instructor requires students to ask him/her questions, and the instructor answers in such a way as to goad another question immediately but also drive the next student question in a certain direction. 8. Pass the Pointer – Place a complex, intricate, or detailed image on the screen and ask for volunteers to temporarily borrow the laser pointer to identify key features or ask questions about items they don’t understand. 9. Empty Outlines – Distribute a partially completed outline of today’s lecture and ask students to fill it in. Useful at start or at end of class. 10. Classroom Opinion Polls – Informal hand-raising suffices to test the waters before a controversial subject. 11. Discussion Row – Students take turns sitting in a front row that can earn extra credit as individuals when they volunteer to answer questions posed in class; this provides a group that will ALWAYS be prepared and interact with teacher questions. 12. Student Polling – Select some students to travel the room, polling the others on a topic relevant to the course, then report back the results for everyone. 13. Self-Assessment of Ways of Learning – Prepare a questionnaire for students that probes what kind of learning style they use, so the course can match visual/aural/tactile learning styles. 14. Quote Minus One – Provide a quote relevant to your topic but leave out a crucial word and ask students to guess what it might be: “I cannot forecast to you the action of ______; it is a riddle, wrapped in a mystery, inside an enigma.” This engages them quickly in a topic and makes them feel invested. 15. Polar Opposites – Ask the class to examine two written-out versions of a theory (or corollary, law of nature, etc.), where one is incorrect, such as the opposite or a negation of the other. In deciding which is correct, students will have to examine the problem from all angles. 16. Pop Culture – Infuse your lectures, case studies, sample word problems for use during class with current events from the pop culture world. Rather than citing statistics for housing construction, for instance, illustrate the same statistical concept you are teaching

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by inventing statistics about something students gossip about, like how often a certain pop star appears in public without make-up. 17. Make Them Guess – Introduce a new subject by asking an intriguing question, something that few will know the answer to (but should interest all of them). Accept blind guessing for a while before giving the answer to build curiosity. 18. Make It Personal – Design class activities (or even essays) to address the real lives of the individual students. Instead of asking for reflections on Down’s Syndrome, ask for personal stories of neurological problems by a family member or anyone they have ever met. 19. Punctuated Lectures – Ask student to perform five steps: listen, stop, reflect, write, give feedback. Students become self-monitoring listeners. 20. Word of the Day – Select an important term and highlight it throughout the class session, working it into as many concepts as possible. Challenge students to do the same in their interactive activities. 21. Recall, Summarize, Question, Connect, and Comment – This method of starting each session (or each week) has five steps to reinforce the previous session’s material: recall it, summarize it, phrase a remaining question, connect it to the class as a whole, and comment on that class session. 22. Focused Listing – List several ideas related to the main focus point. Helpful for starting new topics. 23. Background Knowledge Probe – Use questionnaire (multi-choice or short answer) when introducing a new topic. 24. Goal Ranking and Matching – Students rank their goals for the class, then instructor combines those with her own list. 25. Interest/Knowledge/Skills Checklist – Assesses interest and preparation for the course, and can help adjust teaching agenda. 26. Documented Problem Solutions – Keep track of the steps needed to solve specific types of problems. Model a list for students first and then ask them to perform similar steps. 27. Provocative Picture – Begin the lecture with a picture meant to provoke discussion or emotion (another option: a cartoon). Task 23. Prepare a piece of lecture using three of the strategies from task 19.

Homework Unit 6

1. Watch the UAB video about ‘Expressing Certainty’. Video 6.5 Give an example from your discipline about when you might express different degrees of certainty. What language can you use for this purpose? 2. Watch the UAB video about ‘Presenting Evidence’. Video 6.6 Give an example from your discipline about when you might want to express your attitude toward evidence. What language can you use for this purpose? 3. Watch the UAB video about ‘Opinions’. Video 6.7 Give an example from your discipline about when you might want to express your opinion. What language can you use for this purpose? 4. Watch the UAB video about ‘Describing a Process’. Video 6.8 Give an example from your discipline about when you might describe a process. What language can you use for this purpose? 80

Unit 7 Seminars in an EMI setting This unit covers:  Language choices and code-switching  Managing questions  Classroom dynamics  The language of seminars  Giving instructions  Motivating students  Cultural differences Lead in. Task 1. In pairs explain the main differences between a seminar and a lecture.

Active vocabulary to perceive instruction command request classroom dynamics metalanguage classroom management scenario seminar code switching Idiom motivation CEFR

to see things in a certain way step-by-step direction as to what to do an order the act of asking someone for something how people interact in the classroom language about language ensuring that the class runs as it should and that students remain on task situation a form of small-group teaching alternating between languages a phrase with a meaning which is not the literal meaning a reason for doing something Common European Framework Reference for languages. Levels of language proficiency: C1=advanced, B2=upper intermediate, B1=intermediate.

Task 2. In pairs, look at the three pictures of a seminar below, A, B and C. [The labels C1, B2 and B1 refer to CEFR language levels] 1. Consider in each case the different ways in which the lecturer and students may communicate. Note there may be more than one answer. 2. It is normal for EMI lecturers and for students to occasionally “code switch” from English into their L1. a. Why do they do this? b. What are the advantages and disadvantages of code switching? 3. Consider in each case what happens if the students use a language other than English while doing group work. a. Does it matter, as long as they get the group work done? b. How far does the answer depend on the learning objectives of the course?

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A

B

C

Classroom video 7.1 Task 3. Watch the UAB video about classroom interaction. In pairs: 1. Which classroom participant normally speaks the most? Is this good or bad? 2. What suggestions does the video make? Which do you like the most? 3. Do you agree with the suggestion to encourage the use of English at all times? Classroom video 7.2 Task 4. Watch the UoS video about classroom dynamics. In groups of 4: 1. What difficulties arise in ensuring that everyone participates in the seminar, in an EMI setting? 2. How can the teacher overcome these difficulties? 3. How direct should the teacher’s language be, in your view? Task 5. Read the list of useful phrases of seminars. In groups of four, appoint one person as moderator. Then role-play a seminar about EMI, using the phrases. Agreeing I agree with you entirely I couldn’t agree more That’s exactly what I think Absolutely! I suppose that’s true

Clarifying What I’m trying to say is….. The point I’m making is…..

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Expressing an opinion I think….. My feeling is….. In my opinion…..

Rectifying a misunderstanding No, that’s not what I meant….. Actually, what I wanted to say was

Interrupting someone Can I just intervene here? Sorry to interrupt you, but….. Apologies for coming in here, but…..

Avoiding being interrupted Please, let me finish I’m sorry but I must finish my point I’ll come to that point in a moment

Giving a non-commital response I wouldn’t really like to say I have mixed views on the matter I can’t say Disagreeing That may be so, but….. I’m not sure I agree with you there You may have a point, but….. I’m afraid I can’t go along with you on that Up to a point, but…..

Task 6. Here are the language functions for the parts of a seminar/discussion. Put them in the logical order for a typical seminar. Write the cliché we can use for each language function in the right column. Giving and leading feedback on the discussion Starting other parts of the discussion Ending Giving the topic of the discussion Giving instructions (explaining organization of the discussion/seminar) Providing background on the topic

the

Talking about future actions Explaining the aim of the discussion Getting everyone’s attention Drawing a conclusion from the discussion

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Task 7. Role-play. Work as a team. Work out the plan of a seminar on Plagiarism. The key steps in constructing a seminar are: a) Define Aims and Objectives (is it to practice skills, explore concepts etc.) b) Define the questions to be discussed c) Define agenda d) Define facilitator tasks Task 8. In turns lead a seminar on cultural differences in academic discussions. Read the descriptions of academic discussions in the UK below and decide if each is the same in Russian or not. Academic discussion situations  Lecturers, professors, teachers, tutors and/ or TAs often ask students to discuss a topic in pairs or groups, perhaps in the middle of a lecture or lesson.  Lecturers, professors, tutors or supervisors often meet students individually or in small groups and encourage discussion of the topics that they have been studying, researching and/ or writing about (for example in regular tutorials).  The Q&A session of a presentation sometimes turns into a discussion of the points raised (rather than just questions and answers), for example if a professor thinks that you haven’t thought deeply about the issues or if someone has very different views on the topic.  Academic discussions can have many different levels of formality, from very formal/ polite to very informal/ casual.  Only experts take part in panel discussions, so most people will never take part in a panel discussion (although they might be in the audience of one).  People tend to avoid discussion of academic topics during social occasions like parties. Active listening  Even in academic discussions, It’s normal to respond to everything that the other person says in some way (= active listening) rather than listening in silence.  We hate repeating in English, so each active listening phrase should be different (“Mmm hmm”, “Sure”, “Of course”, “Right”, “Really?”, “No kidding”, “You reckon?”, etc).  Repeating the same active listening phrase (“Mmm hmm, mmm hmm, mmm hmm”, etc) makes it sound like you aren’t really listening and/ or aren’t interested in what is being said. Turn taking  Silence in a discussion is always negative and makes people feel uncomfortable, so it’s better to talk over each other, respond before you have really thought about what you want to say, etc than it is to be silent.  Because we often speak before we have thought about what we want to say, no one expects academic discussions to be like academic writing or academic presentations (so 84

people rarely say “There are three main reasons for my opinion”, “I am going to speak about…”, “I will look at the two sides of the argument in turn”, etc).  The first few words of a sentence often have no meaning but are simply to fill silence while we think of what we want to say (“I guess I would probably say that…”, “That’s a really interesting question”, “What do I think about that? Well,…”, etc).  Because we often speak before we have planned what we want to say, it’s normal to later modify what we have said (“Sorry, what I meant to say was…”, “No, that’s wrong. What I should have said is…”, “Sorry, that wasn’t very clear. To put that another way,…”, etc).  Even in academic discussions, conversations tend to consist of many short turns (not a long speech followed by another long speech). This is often “volleyball style”, meaning commenting on what the other person has said, adding something, then giving the turn (back) to someone else (“Absolutely. In fact, I’d even say that… Or wouldn’t you go that far?”, “That’s interesting. My own experience is different. I… I’m not sure whose experience is more typical”, etc).  In academic discussions, the best way of interrupting is usually with something positive such as (partial) agreement and then your own point (“Absolutely. What’s more…”, “Good point, but…”, etc). Checking/ clarifying  If you can’t follow someone’s point, it’s normal to interrupt after a sentence or two to ask for clarification (“Sorry to interrupt, but…?”, “Before you go on,…?”, “Sorry,…?”, etc).  Most checking/ clarifying phrases are requests (“Can you explain…?”, “Can I just check if you mean…?”, “Can you spell that for me?”, “Can you say that another way?”, etc). Giving opinions  There is a clear difference between strong opinion phrases (“I strongly believe that…”, “I’m pretty sure that…”, “It seems clear to me that…”, etc) and weak opinion phrases (“I’m not sure, but…”, “I guess…”, “I suppose…”, etc).  Pronunciation can make an opinion phrase stronger or weaker (“I believe…” vs “I believe…” vs “I beliiiiiiiieve”).  There are phrases which can soften the negative impact of a strong opinion by warning the other person that a strong opinion is coming (“To be frank,…”, “Not many people will agree with me, but…”, etc).  In academic discussions, you should avoid stating your opinion without supporting what you say (so you have to say “I’m sure that… because…”, not just “I’m sure that…”, etc).  The best ways of supporting your arguments include quoting data and trends (“Recent statistics from… show that…”, “There has been a 300% increase in…”, etc), quoting other people’s opinions and experiences (“Chomsky says that…”, “All the speakers at a conference I went to last year agreed that…”, etc), knocking down opposing arguments (“Although many people believe that…”, “It could also be said that…, but this doesn’t mean that…”, etc), and logical arguments such as cause and effect (“This would inevitably lead to…”, “The result of this is likely to be…”, etc).  Direct disagreement phrases are rare in academic discussions (so we don’t often say “I disagree”, “I don’t agree”, etc). The most common way of disagreeing in academic discussions is with a positive statement then “but” (“I see what you mean, but don’t you

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think…?”, “That’s a good point, but it could also be said that…”, “I used to feel that way, but recently I read that…”, etc).  Instead of disagreeing directly, in academic discussions it’s common to ask the other person to expand on their views (“Hmmm, what makes you say that?”, “What are you basing that on?”, “Do you have any data on that?”, “Can you unpack that for me?”, etc). Hedging and generalising  In academic discussions (as in academic writing), we need to be very careful not to overgeneralise (so don’t say just “Japanese people think…”, “It is thought that…”, etc).  To not overgeneralise, in academic discussions we often add information on how many or how much something matches our statement, for example how many people something is true for (“almost everyone”, “the vast majority of people”, “most people”, “many people”, “a considerable/ substantial number of people”, “some people”, etc).  So that we don’t overgeneralise, in academic discussions we often add information on how likely something is to be true or to happen (“almost certainly”, “very probably”, “probably”, “possibly”, “conceivably”, etc). Source https://www.usingenglish.com/files/pdf/academic-discussions-cultural-differencesand-useful-phrases.pdf Classroom video 7.3 Task 9. Instructions. Watch the UAB video about ‘Instructions’. In pairs, discuss: 1. What is the imperative and how do you form it in English? 2. How do you distinguish between a suggestion and an order? 3. What is the most important piece of advice you would give an EMI teacher about instructions? Task 10. Think, Pair, Share (TPS) TPS is a widely-used teaching technique, designed to build the confidence of less able students and to encourage participation through collaborative learning between pairs of students. It has three stages: Think Students consider a question or topic and come up with an answer individually. Pair Students work in pairs to compare their answers. This stage allows students to rehearse arguments and to try out ideas without the stress of facing the whole class. It should therefore encourage less confident students to speak. In addition, the exchange of ideas allows for collaborative learning from each other. The teacher can circulate and observe the paired conversations, intervening to help if necessary. This observation allows the teacher to diagnose common difficulties and tackle them in front of the whole class if required. Share In this stage, the teacher invites pairs to share their answers with the whole class in plenary mode, as part of a whole-group discussion. The teacher can either invite one person to speak for the pair, or direct questions to each partner in turn. Because pairs have

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developed their arguments in pairs, they should be more confident about sharing their ideas with the whole class. Pair-Share-Repeat Pair-share-repeat is a variant of TPS in which students change partners after their initial paired discussion. They then compare ideas with their new partner. This option shakes up the pairings and encourages communication.

Classroom video 7.4 Think-Write-Pair-Share is a variant of TPS in which the students are required to write their individual answer down prior to paired discussion. Task 11. Watch the video at https://www.youtube.com/watch?v=0wHv0By0qg4 about TPS/TWPS and answer the questions. 1. What are the advantages of TPS? Does it have any possible drawbacks? 2. What are the advantages of TWPS compared to TPS? Does it have any possible drawbacks? 3. Now assume that you are using TPS in an EMI classroom. Let us also assume that the “Share” stage will be in English. What language(s) will you permit for the “Pair” stage? Discuss the following options and decide which is best, giving your reasons: 4. Allow paired discussion in the students’ L1. 5. Insist on paired discussion in English. 6. Insist on paired discussion in English, but allow code-switching to L1 when necessary for communication. 7. Now assume that you are using TWPS. Reconsider the three options above. Would your preferred option be the same? Give your reasons.

Task 12. Leading Discussions Read the following advice from Stanford University. Discuss the following questions: 1. How much of this advice do you follow already? 2. Which pieces of advice would be most useful in leading an English-language seminar discussion? 3. How easy would it be for to follow this advice, when teaching in English? 4. Are there any other pieces of advice which you can suggest, to make an EMI seminar work well?

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How to lead a discussion Be Prepared Carefully consider your objectives for a discussion. Do you want students to apply newly learned skills, mull over new subject matter, learn to analyze arguments critically, practice synthesizing conflicting views, or relate material to their own lives? These goals are not mutually exclusive, but they require different types of direction.  Use discussion to help students link concepts to their own lives; to encourage students to evaluate material critically; and to address topics that are open-ended, have no clear resolution, and/or can be effectively addressed through multiple approaches.  Provide students opportunities to “warm up” through brief (one- to five-minute) in-class writing exercises on the topic, three- to five-person mini-discussions, or a homework exercise prior to the session that focuses students on the topic(s) to be covered.  Consider using a variety of question types such as exploratory, relational, cause and effect, diagnostic, action, and hypothetical. Setting the agenda  Provide clear guidelines for participation. Discuss them beforehand, stick to them, and enforce them during the discussion.  Share your planning decisions with your students. Let them know what your focus is, and why it is important; also invite students to contribute suggestions for discussion topics and formats.  Make sure the assigned material is discussed in class; if the students don’t come prepared with questions and responses, do not let the discussion wander. Bringing in specific quotes, problems, or other samples of the assigned material can ensure that even underprepared students will have something to talk about.  Distributing study questions in advance demonstrates your own interest and helps focus their preparation. Consider asking students to email you their thoughts to one question. This will also give you insight into the students’ thoughts while you plan the discussion.  Facilitate, Don’t Dominate  Use open-ended questions and ask students for clarification, examples, and definitions.  Summarize student responses without taking a stand one way or another.  Invite students to address one another and not always “go through” you.  Pause to give students time to reflect on your summaries or others’ comments.  Toward the end of the discussion, review the main ideas, the thread of the discussion, and conclusions. Creating a Good Climate for Discussion  You can also significantly increase the quantity and quality of participation simply by creating an encouraging environment for discussion.  Know and use the students’ names. In addition, make sure that the students know one another’s names. 88

 Arrange the room to maximize student-to-student eye contact; e.g., chairs around a table or in a circle. You might vary where you sit from time to time, to break students’ habit of staring at the front of the room.  When students ask questions, try to help them find the answers for themselves.  If arguments develop, try to resolve the disputes by appeal to objective evidence rather than authority of position. If the dispute is over values, help students clarify their values and respect each others’, even if resolution is not possible. Disputes can often form the basis for interesting writing assignments. Evaluate  Notice how many students participated in the discussion.  Notice who did and who did not participate (look for gender and racial biases).  Check the tone of the discussion—was it stimulating and respectful?  Ask students about their reactions to the discussion session. Source: https://teachingcommons.stanford.edu/resources/teaching/small-groups-anddiscussions/how-lead-discussion

Homework Unit 7 1. Learn the phrases from the handout ‘The Language of Seminars’. 2. Learn the phrases from this handout: http://www2.wmin.ac.uk/eic/learning-skills/literacy/language_seminar.html 3. Read the following article by UoS’s Rob Baird and make notes on these questions. a) Are cultural differences a potential problem in the EMI classroom? Why? b) How would you deal with these problems? Intercultural communication in seminars When I work through the following activities with students, the most common reflection is how much they have in common. They are a similar age and have similar interests. They often comment, after some time, that they have more in common with each other in the group than with people in the towns and villages they lived in before coming here. Despite this commonality, students still experience an urge to sit with people they think are ‘like them’, and they tend to feel uncomfortable with people they feel are different. This similarity and difference forms from the first day, and tends to be based on the most superficial elements of themselves, as that is what is most evident when we do not know people (e.g. nationality, ethnicity, gender or first language). The following activities are designed to combat this way of grouping, and make students aware of the stereotypes they might draw on and practices around them they might make others feel excluded or different from them. I try to use these activities at the beginning of the modules, so that students begin with a shared experience and understanding, and then resist judging others’ differences with negativity rather than respect and empathy. Of course, this is not intended to stop people from having friends who might share their backgrounds, but it helps them become more aware of their behaviour and of what they can learn from others. These activities are also based on a particular way of behaving and valuing others, which can be valuable to students later when they network and need support from others. It shows them that my priority is not just knowledge from books, but being part of a diverse and collaborative community, as academia should be in my view.

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Quick meet and greet This is a very simple idea, as students have three minutes to have a conversation with another student before changing partner. I give students topics to discuss that have no connection with the module exactly, but allows them to discuss aspects of life that both of them know. Students change partners in a relaxed environment, and after meeting people they do not rely on their first impressions of that person only. This simple task gives people a connection, and a personal encounter with others that they can draw on to reduce discomfort. It is simple, but it is amazing how well this can work in bringing the group together (sometimes people introduce themselves with their name and where they are from, but never really know the people around them except their closest classmates). Group dynamics: visualising groupwork

I ask students to form groups of five or six. I give them a topic to discuss first, normally related to their values and the kind of person they like and want to be (as this also breaks through exterior judgments and allows students to see how similar and interesting they are). Each group has some string (or ribbon, wool, etc.). When somebody talks, even just one word, they take the string and hold it. When the next word is spoken, the speaker will take the string and hold it. This continues for a few minutes. What happens is that students can often see that some people are not speaking as much as others, so they begin to include them. People not holding string will begin to want to say something to share their ideas and not be passive. After the conversations are finished, I ask students to reflect on how they participated, how they interacted, what roles they had in the interaction (e.g. questioner, helper, controller, talker, active listener, etc.) and why they behaved that way. They then discuss how they felt in the conversation, and what they felt comfortable and uncomfortable with during the interaction. This task is a way of visualising interaction, of becoming more self-aware and aware of others, and getting to know classmates better. It also allows people to consider how to effectively engage in intercultural group work and behaviours that might be seen as controlling or disinterested. It can also highlight the function of some language by allowing students to notice how others invite participation, enter the conversation or interact more generally, and by talking about how they were received. Team challenges, bottom-up events or mini-conferences

A final idea is to get students to work on a group project, as this creates a reason to communicate and make a different ‘in-group’ with others for reasons that might force them to interact with and understand people from different backgrounds. An ideal way to do this would be if you could get a department from another university involved, as then your students would mix with others (as members of a discipline-specific community) and you can develop a stronger group dynamic having an ‘other’ to compete, and a stronger community of practice feel by having others to collaborate with outside of the class. If you cannot include another university, perhaps another programme or module could work too. This idea will vary depending on your context, discipline and resources, but it helps students to engage with their wider community, to include others and take responsibility upon themselves for their learning and interactions, and it enhances their collaborative spirit.

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Unit 8 Feedback This unit covers:  Student feedback policies  The value to students  Misconceptions about feedback  Principles of student feedback  The need for English feedback  Useful language  Self-assessment of giving feedback Lead in In pairs discuss: 1. Do you need English for giving feedback to students? 2. What makes feedback useful? Not useful? Active Vocabulary Formative feedback Summative feedback Constructive Misconception Judgmental Feedback

Feedback that is intended to improve performance in the future Feedback that evaluates the level of a student’s achievement Aiming to help someone do things better A wrong idea Ready to pass an opinion on the merits of something The information passed back to a student about their performance

Task 1. Giving feedback. Read the following document developed by the instructors from the University of Melbourne: Providing effective feedback to students Giving effective feedback to students is What students say: central to their learning. However, there is “It is helpful when teaching staff explain often a mismatch between academic and how you can do better, how you can student perceptions of what is helpful improve, with more specific information.” feedback. Student feedback is a key issue identified in many different student surveys, across different universities over a considerable period of time. Feedback scores are consistently rated lower than other areas of teaching and learning in a number of student surveys. This is something that applies across disciplines and levels of study at the institution. Students often point out that feedback is not always provided, is not detailed enough, does not tell them where they can improve, is received too late to be useful, and does not adequately explain why they have received certain results. General feedback tips 1. Try the ‘sandwich approach’, where you give students a comment that identifies an area where they can improve ‘sandwiched’ between two positive comments that pick out where they have done well. 2. Try to develop opportunities for students to give feedback to each other in peer review tasks that are either assessed or not assessed. Students may not thank you for this, but 91

getting feedback from their peers demonstrably improves students’ learning outcomes, so may be in their best interests despite their perceptions. 3. Lectures or tutorials focusing on assessment criteria and marking practices have been shown to improve students’ understanding of the feedback they receive; show students how a task is marked, so they can understand the meaning behind comments that are provided. 4. Make sure to find ways to provide students with feedback early in the semester, even if existing assessment arrangements make this difficult. This can include feedback to student responses in lectures and tutorials, or arranges activities that are explicitly related to assessment tasks in which students receive feedback. Common misconceptions about feedback 1. Feedback is not just about comments in response to assessment. Feedback can, and should, be provided to students in all learning contexts. 2. Good feedback is not something that students will ignore, by and large. Students pay attention to, and achieve better learning outcomes, as a result of receiving timely feedback that is clearly related to future tasks. 3. Good feedback is intrinsically more than a statement of what is wrong or right with a particular piece of work. It provides students an insight into how to improve in areas where they are in need of development, and an understanding of how the positive aspects of their work might be transferable to different contexts. Principles of effective feedback 1. Identifies where students are doing well. 2. Identifies where students’ areas of improvement are, and offers ideas and suggestions about how to approach these. 3. Is clearly related to future assessment tasks, and is designed to help students prepare for them. 4. Wherever possible, is formative and not summative. 5. Is explicit. 6. Is constructive, and treats student learning as a developmental rather than a deficit issue. 7. Is timely enough so that it can be used by students in preparing for future assessment and in engaging with the subject matter. 8. Is provided in sufficient amount of detail. 9. Is provided in contexts where students can ask questions about the feedback, provide it to each other, and discuss their interpretation of it with each other. 10. Is pitched at an appropriate level. 11. Is stated clearly and, if written, is legible. 12. Explains how and why students received the mark they did in assessment tasks. Time saving feedback tips 1. Students often make the same mistakes, and do the same things right in their assessment. Summarise commonly used comments for your assessment tasks and discipline. These can be tweaked to provide a personalised touch. Developing several comments of one type to use can also be helpful, as it can ensure that students do not feel they have received a ‘stock’ response. 2. Investigate the appropriateness of e-tools to your learning and teaching context. These are designed to minimise the time you spend on providing feedback, while still giving students helpful and constructive feedback.

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3. Base some tutorial group activities around approaching an assessment task. Students can work together to identify how best to approach it, and you can then give feedback to several students at once on what they are doing right, and on where other approaches may be appropriate. 4. Provide short spaces in lectures or tutorials for ‘model’ examples of student approaches to assessment, and explain how and why they are appropriate or inappropriate. Written by Dr Lachlan Doughney, Centre for the Study of Higher Education In pairs, answer the following questions: 1. Does feedback matter to students? 2. Explain the thinking behind the 12 principles of giving feedback. 3. Do you agree with these principles? 4. Which feedback tip do you find most useful? 5. What misconceptions exist about feedback? 6. How far do you already follow the advice in this handout? How far does the university? 7. Do you have any suggestions of your own about feedback? Task 2. Feedback and assessment. In groups of four, discuss the need for feedback to be given in English. Discuss these views: 1. If the language of assessment is English, then feedback needs to be given in English. 2. If you allow L1 in seminars, then L1 is perfectly acceptable for giving feedback. Task 3. Phrases for written feedback. Add more phrases in the right-hand column. This was a well-structured piece of work This was a well-written piece of work This was convincingly argued This was an elegant proof Your proof was very neat and concise You have a good grasp of the material You have a sound understanding You need to communicate your understanding more clearly You need to organise your argument more coherently The order of the paragraphs needs to be altered Make clear what each paragraph is about by beginning with a topic sentence This information does not belong in this paragraph This is not relevant to the topic This paragraph is not coherent Use linking words to make the paragraph flow more effectively Give a reference Wrong reference format

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List your references at the end Insert an explanation of X here Delete this paragraph/sentence You do not end with a proper conclusion Give the background to the problem The problem lies in this section This statement is unclear This notation is incorrect Your meaning is unclear What do you mean by this? This sentence is ungrammatical Reword this sentence Wrong word Explain this term Justify this assertion What evidence do you have for this? Task 4. Phrases for verbal feedback. Add extra phrases of your own. That’s an interesting point That’s a good observation That’s a useful point to make Be careful not to… Think about… OK, but what if… So, what you’re saying is… What’s good about that answer is… Just one or two minor things… Is that definitely the case? I’m not sure I entirely agree Possibly, but… That makes sense Thank you You may have a point That’s a helpful point to make OK, but don’t forget that… So, if that’s true, then… Are you sure that… Task 5. Decide whether the feedback of each whole sentence or two given below be positive or negative? Write + for positive and – for negative next to each of the sections below. Did you take… into account? I’m afraid…

You don’t appear to have… You were asked to work on… 94

… wasn’t (too) bad at all. … was (much/ quite a lot) better than last time. Before the next class… If anything,… was better last week. … compared well to those of your classmates. Considering the difficulty of the task,… I can see (that) you (had) put (a lot of) effort into… … was (almost) flawless. Please make an effort to… You didn’t put enough effort into… If you think back to your feedback after the last session… It was fine in terms of… There wasn’t (really) enough… I had expected… … wasn’t (really) what I (had) expected. You should (probably) focus on improving… Don’t forget to… I wasn’t (so/ very) impressed by… … hadn’t (really) improved much. You really need to improve… You’d really improved… I was (very) impressed by… Despite my (clear) instructions to…,… There was a (clear) lack of… You could learn a lot from… Despite some language problems,… You obviously learnt a lot from… Although there is still a need for some…,… …. still need(s) to be (quite a lot) improved. There was no need to… … (really) paid off. I was very pleased with… You had (some/ quite a few/ quite a lot of) problems with… You might remember that… You had no problems with… I hope I can expect more of the same next week. I was glad to see that you… I was happy to see that you… You (really) should have… … wasn’t very strong. You showed good evidence of… … (really) stood out. You struggled a bit with… Nevertheless,… … was (absolutely) superb. Due to your (thorough) preparation,… If you had prepared more thoroughly… Have you thought about…? 95

Although last week I told you,… Despite what I told you last week,… There was too much… Please try to… The most useful feedback I can give you is… Don’t take this the wrong way, but… Task 6. Choose a student assignment from your course and write a feedback to it using the phrases from Task 5. Task 7. Politeness matters What is wrong with all the phrases for leading discussions and seminars below? Use the vocabulary below to change them for the better. a bit a few a moment at least at this stage attempt better can could don’t know excuse guess hope hopefully I’d like if in terms of just let’s majority maybe might most much no real not completely not enough not quite not really not very please probably quite a lot rather seem should some sorry

Getting the session started 1. The others are late but it’s time to start. Background information and instructions for the discussion 2. Today you have to talk about… 3. As every idiot knows/ As you should all know,… 4. Everyone knows that old people… 5. Everyone’s been arguing about… 6. You’re probably wondering why you have to do this. Well,… 7. Don’t let your partner do all the talking. Getting the discussion started 8. Ready, steady, go!/ Let’s do it! 9. (name), speak first please./ (name), you start. 10. Please let me speak./ Please stop speaking. 11. Hurry up! 12. Right! Next bit! 13. Tell us what you decided. Giving Feedback on Discussion 14. You didn’t contribute enough. 15. Your arguments were nonsense. 16. Your PowerPoint was a mess. 17. I couldn’t understand what you were saying. 18. I told you to…/ You were told to… 19. Next time, you have to…

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20. … was worse than last week. 21. I was shocked by… 22. Don’t you remember what I told you last week? 23. … wasn’t as bad as last week. 24. Why on earth did you…? … was weak. 25. How long did you spend preparing? Five minutes? 26. You obviously didn’t prepare enough. 27. There was far too much… Explaining what will happen after the session 28. Write a summary and email it asap. 29. Don’t just forget all that when you write your essays. 30. You can find out if you passed or failed tomorrow. Ending up 31. Time’s up. 32. Thanks for coming. Classroom video 8.1 Task 8. Watch the following video. In groups of four, discuss how to give feedback to students. Take it in turns to act as moderator, and use the phrases above to respond to what your colleagues say. https://www.youtube.com/watch?v=1Tihrg7nBos Task 9. In groups of four, discuss the following views: 1. Generic phrases are of little value in giving feedback. It is specific advice that matters. 2. Discuss the view that good feedback should be only constructive and never judgmental. 3. There is a need for a university-wide policy to improve the feedback given to students.

Homework Unit 8 Download the following document from the University of Melbourne: http://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0008/1761164/Good_Feedback_ Practices_2014.pdf Make notes about 1. Which advice you think is important and useful 2. Which advice you disagree with Then 3. Complete the self-assessment form.

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Good Feedback Practices: Self-assessment Guide A self-assessment framework is for you to evaluate, review and reflect upon feedback mechanisms used in existing courses or in units within subjects, or to ensure effective assessment and feedback practice in new subjects. What are the subject and course objectives? What are the major skills and areas of content, including generic skills, you want students to learn? How will these skills be assessed summatively? What assessment tasks will you use to determine whether students have reached the appropriate levels in these areas.

What opportunities or activities are provided to allow students to develop these skills before final summative assessment?

Which of these formative activities will be formally assessed? Which won’t be?

How are students informed about the purpose, requirements and expectations of the learning activities? Are the reasons behind the choice of activity and the criteria for assessment clear and explicit? Do students know where or who to go to for assistance (including the relevant Student Centre and the Academic Skills Unit)?

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How is feedback for formative activities generated? Potential examples include through self-assessment, peer review, ICT, answers to questions in textbooks, or through oral or written comments from teaching staff. Even activities that do not form part of the formal assessment of a unit should have some ability to inform students of how they stand in relation to the intended learning outcomes of the subject, in order to be valuable as formative feedback. Is this feedback sufficiently detailed to allow students to achieve the intended learning outcomes of the subject? Is the feedback clear, directional and supportive?

How is student diversity considered and fairness ensured (especially where multiple assessors are used)?

Does the arrangement of activities provide sufficient time for students to consolidate the learning or act on the feedback they receive?

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Appendix HOW TO DEFINE CONCEPTS 1. The best and most efficient way to define something is by using verb to be, to link both parts of the definition. 2. Defining tends to happen in the present simple. 3. We can use other verbs, of course, like act as, convey, embody, enact, equate, express, identify, indicate, mean, represent, stand for, symbolize, and understand. 4. In lectures we frequently introduce definitions by using a question. We raise it, we create the knowledge void, and then we fill it. The questions that lead to definitions are introduced by what.  What is X?  How can or could we define X?  What does X mean?  What do we commonly understand by X? NO Type 1 A is B definition

2 Reverse definition 3

Contextual definition

4

Property list definition Process definition

5

6

Example definition

7

Analogy definition

Explanation The concept to be defined is mentioned before one actually finds it. The elements that build up the concept are presented before mentioning the concept itself. It attempts to describe the where, when, how, or the why of a phenomenon as a means to define it.

Example A lightbulb is an electric device that produces light with a heated filament wire. The basic structural, functional and biological unit of all known living organisms is the cell.

In any allocation of organizations, schools and teachers, conflict arrives daily. It is unnatural to the organizations that we lead with conflicts. That way that we solve conflicts may tell us how, as an organization, how mature are we, in the terms that. If we are able to confront them, if we are able to discuss about conflicts, this may this may resolve in a, in a positive climate and may not harm the performance of teachers and students. Instead, if conflicts are not solved, this may damage the coexistence among us in the different performing of students learning and teachers' work. It presents a set of features S is an alveolar, fricative, voiceless that define accounts consonant. It explains what a concept Nuclear fusion is the process by which is by describing how it multiple atomic nuclei join together to form came to be. a single heavier nucleus. It uses instances of the Biconvex, plano-convex, positive meniscus, notion defined to round up negative meniscus, plano-concave, and its concept. biconcave are all examples of simple optical lenses. These are comparisons Solar-type, solar analog, and solar twin star established between a are those stars that are particularly similar to concept and another that the Sun. can be deemed as equivalent.

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HOW TO GIVE INSTRUCTIONS Few of us can say that we never give long, complex and confusing instructions to our students in the classroom. When observing other teachers, it's easy to see the negative effects of such instructions, but can you recognize it in your own classroom? Here's an example: "Ok, everybody, are you ready for the next activity? Ok, well, to start with, I'd like you to all take out a piece of paper from your notebooks. You can tear it out, don't worry about the edges... ...Right, then, I'd like you to take a pencil, or a pen, it doesn't really matter. Actually, a marker is fine, too. Ok, so anyway, take your pencil or whatever and draw a line down the middle of the paper. To make it easier, you can actually, fold your paper first and then trace the line that is there for you. But you don't have to if you don't want to, it's just a suggestion. Then..." Here are a few suggestions: Plan what you are going to say ahead of time by writing your instructions out on paper. Make sure that you can explain them within the limits of the language, which the students can understand. 1. Get students’ attention. Be decisive. 2. Speak clearly. Project your voice. Think too about the speed of your speech – slow down slightly if necessary – and insert pauses to allow students to take in each piece of information before you go on to the next. 3. Keep instructions simple. Work on giving short instructions. Edit out complex language. 4. Make sure your instructions are in a logical order. Forget about sentences like, "before you do this... " and try to focus on sequential signposting like, "first, second, next..." etc. 5. Demonstrate what they should be doing when possible. Do the first example with a stronger level student. 6. Check that students understand the instructions before letting them start (and avoid asking them yes/no questions like "Do you understand?"; chances are they'll say "yes" even if they don't have a clue!) 7. Use Instruction Checking Questions instead: “How many minutes do you have to play the game?” “Who starts the game?” “How many sentences do you need to write? “What three rules do you need to remember? 8. Think about how you would respond to your instructions. Would you be able to remember as much as you expect your students to remember? If you think it might be too much for yourself, then it might be a good idea to trim it down even more. 9. Also, make sure to get your students' attention before you start giving out the instructions. If they aren't listening or paying attention to you, it won't matter how clear your instructions are!

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HOW TO EXPRESS OPINION Opinions Type 1. Verbs of thinking 2. Highlighting

3. Signpost language

4. Informal expressions

5. Formal expressions

6. Polite expressions

Example I think/believe X is I consider X to be What I think/believe is that Personally, I think that In my view/opinion To my mind From my point of view As I see it The way I see it It seems to me that From where I stand If you ask me I’d say that You know what I think? I’m convinced/persuaded that I’m of the opinion/view that I hold the view that It’s my feeling perception/opinion that My view on the matter is It’s my considered opinion that To be perfectly honest/frank, I think With all due respect, I think If I may say so

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HOW TO EXPRESS CERTAINTY

100%

Future simple(+/-) Present simple(+/-), Can’t/cannot Adverbs:always, exactly

The Earth is not round. The minute hand will move clockwise every minute. Anvils cannot float.

80%

Must

The patient’s lack of response must be due to her condition, but we need to run more tests.

50%

Can/could

The patient’s lack of response can be due to her condition, but we don’t know for sure.

30%

May/might

The patient’s lack of response might be due to her condition, but we need to run more tests.

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HOW TO PRESENT EVIDENCE The evidence is the process is to verify the truth of the formula. Type

Vocabulary

Verbs of saying

Say, tell, report, eхplain, express, suggest, argue, allege, stress, emphasize, state, deny, question

Verbs of pointing

Verbs of thinking or reporting verbs

Verbs of proving

Function

Examples

Grammar Past Simple

To report what someone said

Shaldon Cooper said that the universe started with a big bang

Indicate, show To draw students attention to smb’s illustrate, identify, point out, opinion, smth. pinpoint, present represent, To get involved into action describe, depict, discover, reveal, unveil Think, believe, To convince acknowledge, assume, consider, analyze, evaluate, know, understand, assess, reject imply, interpret justify Obtain, get equal, tackle, conclude, verify, certify, prove disprove, refute

To highlight achievement To describe results To provide evidence

Is has been reported that the moon is the Earth’s satelite Laura Ingalls indicated that many trees blossom in spring We pointed out that electricity is necessary to run a lab Hermion thinks that Harry Potter is a hero

Present Simple Past Simple

Present Simple

I know that 4 is the sum of 3+1

I have just demonstrated that the water is made of oxygen and hydrogen Mark Darcy proved that all men are the same

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passive+ verbs of saying

Present Perfect Past Simple

HOW TO DESCRIBE A PROCESS

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HOW TO MANAGE QUESTIONS Grammar  Use modal verbs to mitigate the whole situation.  Compare:  Use could instead of can, and would you mind, instead  Can you please repeat your question? of imperatives.  Could you please repeat your question?  Would you mind repeating your question?

Students’ questions Confirmation questions When confirming comprehension, students' questions will likely rephrase, summarize, or synthesize something that's been dealt with in class in the form of a yes/no question.  They could also rephrase and then add a short yes/no question at the end.  So I would be right if I say that X is Y.  I'm sorry, do you mean that X is Y?  Excuse me, you've just said that X is Y, is that correct?  Or, is that right?  So X is similar to Y, isn't it?  I'm not sure I got it right.  We've concluded X is Y, haven't we?

Teacher’s questions When you ask a question, you have a mission - to help students learn. Checking comprehension questions (CCQ) Yes-NO questions (AVOID) If you want your students to do some thinking, you have two choices. The first one is to keep using yes-no questions and to expand them. That means, asking questions like, is X the same as Y? Yes.  Why do you think so?  How are they the same?  In which specific cases are they the same?  Or, is x the same as y? No. Why not? How are they different? In which specific cases are they different?

Information gap questions When there is an information gap, students will tend to use information questions.  Why do we go through X to get to Y?  When do we need X?  How does X behave when Y?  Sorry to interrupt, but I have a question.  Mr. T, I have a question, if you don't mind.  Or, is x the same as y? No. Why not? How are they different? In which specific cases are they different?

The second option you have is to go straight for information questions.  How do you call X?  Where can we find X?  Why does X work as it does?  How does X work?

Strategies to understand questions Ask the student to repeat the questions.  Sorry, I didn't quite catch that. Could you please repeat your question?  Sorry, I'm afraid I didn't get that. Sorry, what did you say?  Sorry, what was that again? Sorry, come again? Ask the student to rephrase the question. Do it explicitly.  Sorry I didn't catch that.  Can you please rephrase, or restate the question? Ask other students to rephrase the question. Ask the student to come to the board and write his question. Move toward the student and ask her to write the question down in her notebook. Ask other students for a translation. If there's a shared language in the classroom, by all means, use it to clarify the question. Ask the student to stay for a couple of minutes after the class, or give him an appointment to meet up in your office.

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HOW TO CONCLUDE Conclusions, are statements that give closure to a topic being developed. Conclusions render contents meaningful. General recommendations  Keep your conclusions simple.  Make meaningful pauses. Your interest should be followed by a meaningful pause. This pause will allow you to recognize your thoughts and prepare your students, for the new information coming.  Remember that you can use resources, other than your own segments to make conclusions. Consider using recordings by experts, sounds, videos, images to close your arguments. Types of conclusions Type of № conclusion 1 Summary conclusion

2

Relevant conclusion

3

Recommendation conclusion

4

Solution

5

Anecdotes, stories, tales, and quotes

6

Quotes

Function

Vocabulary

recap the most important ideas covered within an argument loop.

in summary; to sum up; in brief, in short; in a nutshell Let's briefly summarize the main points. In a few words what we have discussed is. We'll now briefly refer to the essential points. highlight the Rhetorical questions reasons why we But, why have we been talking in depth cover the about? content What's the purpose of this discussion? Why are we talking about this? Words to encode relevance capital, critical, crucial, decisive, essential, meaningful, vital, etc. get students to Expressions reflect, take a You should now think of the stance, to implications of the point we just made. defend a view I suggest you consider the ideas point, to take presented so far as. action. It is imperative that we do smth. Start thinking of smth. Prepare to do smth Verbs Advise, challenge, encourage, invite, recommend, suggest, urge. To conclude a Expressions and verbs problem based To conclude, as a result, so, therefore; argument add up, confirm, corroborate, demonstrate, prove, result in, show, and verify. To conclude Personal narrative can be introduced by effectively locutions: This reminds me of a time when. I've just remembered that once.

Reporting verbs Say, state, claim, suggest, affirm, argue.

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Grammar present perfect; or present perfect continuous

present simple

strong verbs, modal verbs

present simple

stories are usually told in the past tenses to develop the narrative thread past simple

References 1. Baker, W., and Hűttner, J., (2016) English and more: a multisite study of roles and conceptualisations of language in English medium multilingual universities from Europe to Asia Journal of Multilingual and Multicultural Development. 2. Dearden, J. (2015) English as a Medium of Instruction: a growing global phenomenon - free downloadable report produced for the British Council. 3. Mulligan, D., and Kirkpatrick, A., (2010) How much do they understand? Lectures, students and comprehension Higher Education Research and Development, 19, pp. 311–335. 4. Ryan, J., (2014) Academic shock: Thoughts on teaching international students https://www.theguardian.com/higher-education-network/blog/2011/may/18/teachinginternational-students. 5. Preisler, B., (2014) Lecturing in one’s first language or in English as a lingua franca: The communication of authenticity Acta Linguistica Hafniensia, 46(2), pp. 218–242. 6. Tange, H., (2010) Caught in the Tower of Babel: university lecturers’ experiences with internationalisation Language and Intercultural Communication, 10(2), pp. 137–149. 7. Ljosland, R. (2011) English as an academic lingua franca: language policies and multilingual practices in a Norwegian university in the Journal of Pragmatics, vol. 43/4, pp. 991–1004. 8. Jenkins, J. (2017) Mobility and English language policies and practices in higher education in The Routledge Handbook of Migration and Language, Edition: 1st, Chapter: 28, Publisher: Routledge, Editor: Suresh Canagarajah, pp. 502–518. 9. Jenkins, J. (2011) Accommodating to ELF in the International University in The Journal of Pragmatics, vol. 43/4, pp. 926–936. 10. Mauranen, A. (2015) English as a global Lingua Franca: changing language in changing global academia. In Murata, K. (ed.) Exploring ELF in Japanese Academic and Business Contexts. Amsterdam: John Benjamins, pp. 29–46. 11. Botha, W., (2014) English in China’s universities today English Today, 30(1). 12. He, J.J., and Chiang, S.Y., (2016) Challenges to English-medium instruction (EMI) for international students in China English Today, 32(4), pp. 63–67. 13. Taguchi, N., (2014) Pragmatic socialization in an English-medium university in Japan. International Review of Applied Linguistics in Language Teaching, 52(2), pp. 157– 181. 14. Torres-Olave, B.M., (2012) Imaginative geographies: identity, difference, and English as the language of instruction in a Mexican university program. Higher Education, 63, pp. 317–335. 15. Airey, J., and Linder, C., (2006) Language and the experience of learning university physics in Sweden European Journal of Physics, 27(3), pp. 553–560. 16. Airey, J., Lauridsen, K.M., Räsänen, A., Salő, L., and Schwach, V., (2017) The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals? Higher Education, 73(4), pp. 561–576. 17. Dafouz, E. and Mar Camacho-Miñano, M., (2016) Exploring the impact of Englishmedium instruction on university student academic achievement: The case of accounting English for Specific Purposes, 44, pp. 57–67.

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Contents Unit 1. What EMI is ................................................................................................ Unit 2. Teaching in a multicultural classroom ......................................................... Unit 3. Pedagogy of EMI ........................................................................................ Unit 4. Alternative ways of teaching EMI .............................................................. Unit 5. Lecturing in EMI ......................................................................................... Unit 6. How to lecture in EMI ................................................................................. Unit 7. Seminars in an EMI setting ......................................................................... Unit 8. Feedback ..................................................................................................... Appendix ................................................................................................................. References ...............................................................................................................

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Учебное издание

Волченкова Ксения Николаевна, Брайан Антоний Филипп ENGLISH FOR RESEARCHERS: ENGLISH MEDIUM INSTRUCTION Учебное пособие

Техн. редактор А.В. Миних Дизайн обложки А.В.Коноваловой Издательский центр Южно-Уральского государственного университета Подписано в печать 07.07.2020. Формат 6084 1/8. Печать цифровая. Усл. печ. л. 13,02. Тираж 150 экз. Заказ 194/235. Отпечатано в типографии Издательского центра ЮУрГУ. 454080, г. Челябинск, проспект Ленина, 76.

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