English as an International Language: Classroom Implications

• Preinscripció: fins l'1 de novembre de 2026, a través del següent formulari de l'ATRI (codi d'activitat: 9001050012).
• Adjudicació de places: a partir del 2 de novembre de 2026. Les persones a qui s’adjudiqui una plaça rebran un correu electrònic de confirmació.
• A partir de l'adjudicació de plaça, caldrà fer la matrícula a l'aplicatiu de la UAB.

This course is aimed at English teachers at different educational stages, as well as teachers and school teams, who are interested in exploring what it means to teach English in a globalized world.What does it mean to be a multicompetent speaker? What is the difference between an “English speaker” and an “English user,” and why does it matter? Do you use textbooks in your EFL class? Do they include anglophone cultural aspects and features? An identity-based approach to teaching and learning English has led many teachers worldwide to reflect on their own practices. Linguistic and cultural identities are important. This course focuses on how understanding the role of English in today’s globalized world can promote more realistic and positive teaching practices.Linguistic and cultural identities matter. The course focuses on how understanding the role of English in today’s globalised world  can lead to more realistic and positive teaching practices. Understanding the idea of multicompetence or the difference between “English speaker” and “English user” may lead to more motivated and empowered students and future users of this international language. By addressing these aspects in the EFL classroom, teachers can help learners develop a more empowered view of themselves as English users who use this communication tool for multiple personal and professional purposes. 

This course is aimed at promoting teaching practices that help students become invested (motivated) in the learning of English. The first module introduces the state of the art, the current situation of English language teaching and learning in Catalonia and Spain, while it encourages participants to reflect on their own personal practice. The second module introduces a critical view towards the learning and teaching of English so that participants can promote empowering perspectives on the learning and use of such an international language. Lastly, the third module presents resources, ideas and strategies to teach English from a critical perspective, and it invites participants to design or implement activities following this approach.

• To become familiar with English teaching approaches that empower learners to be more motivated.
• To reflect on personal practice in the EFL classroom
• To develop a critical perspective on the teaching of English
• To incorporate teaching strategies and resources that promote critical praxis in the EFL classroom.
• To design and implement activities based on the critical approach to the teaching of English.

Module 1: Reflection on personal practice in the EFL classroom

Objectives:

• To reflect on personal practice in the EFL classroom as teachers
• To reflect on our own English learning journeys.
• To become familiar with linguistic autobiographies as a tool to reflect on language learning journeys.

Contents:

• The current situation of English language teaching and learning in Catalonia and Spain.
• Self-reflection on personal practice in the EFL classroom.
• Self-reflection on our own English language learning journey.
• Challenges in English Language Classrooms.
• The situation of English as a Foreign Language in our context and in our education system.

Module 2: Towards a critical pedagogy of English: the notion of EIL

Objectives:

• To introduce a Critical Approach to the Teaching of English.
• To become familiar with the following notion: English as an International Language.
• To critically reflect on the native speaker-non-native speaker dichotomy.

Contents:

• The notion of English as an International Language, English as a Global Language and English as a Lingua Franca.
• State of the Art: the current role of English worldwide in terms of numbers, speakers and settings.
• The native-speaker versus non-native speaker dichotomy.
• Internationally-oriented pronunciation tips.
• The notion of “Multicompetent speaker”.
• English Language Learning and English Language teaching and their connection to language learners’ cultural and linguistic identities.
• The potential of non-native EFL teachers as role models for future English users.
• The reality behind most English tests in the EFL industry.

Module 3: Practical implications and ideas for the EFL classroom

Objectives:

• To distinguish between the notions of “motivation” and investment, while acknowledging the implications this distinction has for classroom practice.
• To incorporate teaching strategies and tools that promote critical praxis in the EFL classroom.
• To present teaching resources that approach the teaching of English from a critical perspective.
• To elaborate a teaching proposal based on some of the ideas and resources provided throughout the course.

Contents:

• The notions of “motivation” and “investment” as different language teaching paradigms.
• The power of discussions about language and identity as motivators.
• Genially with resources to promote positive, culturally sensitive and realistic EFL learning contexts: children’s books which address cultural diversity, texts discussing native-speakerism and emotions when acquiring foreign languages, TED talks, podcasts, world maps, non-native speaker role-models, world maps, board games, international exchanges, pronunciation tips to be comprehensible in international settings and textbooks following an international approach the teaching of English.
• Booklet with activities to promote critical English pedagogy.

The course, “English as an International Language: Classroom Implications,” consists of 20 hours of asynchronous learning and 10 hours of independent work. It includes readings, videos, reflections, debates, resources, and practical materials for classroom application..

Regarding course certification, please note the Department of Education guidelines: you must also successfully complete 100% of the required tasks to be eligible for the certificate. Therefore, completing all the course tasks is a  necessary requirement for certification.

Course assessment consists of four components:

• passing all the self-corrective activities (100%) proposed during the different sections of the course.
• participating in all debates and forums of knowledge and reflection, supervised and facilitated by the tutor.
• Writing a reflection on one’s own linguistic biography at both the beginning and the end of the course.

Preparing and submitting a final project, prepared using the resources and ideas developed during the course

Aquesta activitat està reconeguda com a Formació Permanent del Professorat pel Departament d'Educació i Formació Professional de la Generalitat de Catalunya. 

A més de l'assistència al 80% de les hores de les sessions síncrones, per tenir dret al certificat caldrà la superació del 100% de les tasques plantejades.

Condicions d’accés i de participació:

• Es recomana tenir, com a mínim, un nivell C1 d’anglès.
• Bona qualitat de la connexió a Internet.
• Coneixements bàsics suficients per a accedir a la plataforma de videoconnexió Teams i al campus virtual on es desenvoluparà la formació.
• Càmera i micròfon operatius, els quals, durant les sessions síncrones en línia, han de romandre oberts en funció de les activitats i a requeriment de la formadora.

Amb el suport del Departament d’Educació i Formació Professional de la Generalitat de Catalunya