English as an International Language: Classroom Implications

• Preinscripció: fins al 22 d'octubre, a través del següent formulari de l'ATRI (codi d'activitat: 9001120012).
• Adjudicació de places: a partir del 23 d'octubre.

The present course is directed at English teachers at different educational stages (but also teachers and school teams) who are interested in delving into what it means to teach English in a global world. What does it mean to be a multicompetent speaker?  What is the difference between “English speaker” and “English user”? Why does that matter? Do you use textbooks in your EFL class? Do they include anglophone cultural aspects and features? The identity approach to the learning and teaching of English has led many teachers around the world to reflect on personal 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. Thus, if teachers address these aspects in the EFL classroom, they can help EFL learners to acquire more empowered views on 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, as well as it invites participants to design or implement activities following this approach.

• To get to know English teaching approaches that empower English learners to become more motivated.
• To reflect on personal practice in the EFL classroom as teachers.
• To acquire a critical view towards 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 14 hours of synchronous sessions and 6 hours of independent work.

It includes readings, videos, reflections, debates, resources, and practical materials for classroom application.

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.

Successful completion of the course is assessed through the following tasks:

MODULE 1: REFLECTION ON PERSONAL PRACTICE IN THE EFL CLASSROOM.

Activity 1. Reflection task

• Make your own contributions to the debate “Your students’ interest towards English” to share what you experience in your everyday classroom.

Activity  2. Linguistic autobiography

• Write a linguistic autobiography taking into account the following questions: What does English mean for you in your life? What purposes has this language fulfilled throughout your personal and professional journey? Is the way you feel about English and its purposes in your life related to how this language was taught to you in school or in formal English learning settings?

Activity 3. Reflection task

• Make your own contribution to the Forum "Comments on my linguistic biography" in relation to the key ideas of your linguistic biography. After having written your linguistic autobiography, summarize what's worth discussing with fellow teachers on this Forum.
• Comment, at least, on the contributions of two classmates.

Activity 4. Self-corrective test

• Answer the questionnaire that summarizes Module 1 to reflect on some aspects of your teaching practice, which we will address throughout the course.

MODULE 2:  TOWARDS A CRITICAL PEDAGOGY OF ENGLISH: THE NOTION OF EIL.

Activity 1. Reflection task.

• Make your own contribution to the Forum “Who am I and how does this have an impact on my teaching practice?”.

Activity 2. Individual reflection test

• Answer the questionnaire based on the video “Do you want to speak English as a native?” with Heather Hansen, who reflects on non-native English language teachers and the goals behind learning English in a global world.
• Answer the questionnaire based on the video “English is a global language”, with Dr. Jennifer Jenkins, who reflects on the real and current goals behind mastering English.

Activity 3. Self-corrective task

• Answer the questionnaire “Summary of M2” to ensure that you have internalized the concepts and reflections that have been presented throughout the module.

MODULE 3: PRACTICAL IMPLICATIONS AND IDEAS FOR THE EFL CLASSROOM

Activity 1. Reflection task

• Make a contribution to the debate “Different students’ profiles”.

Activity  2. Individual and group reflection task

• Make a personal contribution to the Forum titled “Reflecting with Bonny Norton”, which contains two open-ended questions for personal and group reflection based on the video “Interview with Bonny Norton”.

Activity 3.  Final linguistic autobiography

• Write a linguistic autobiography, similar to the one you wrote at the beginning of the course, but this time reflect on your journey by referring to concepts, ideas and feelings that we have seen throughout the course. Try to reflect upon how and to what extent these reflections can help you with your work as an English teacher.

Activity 4. Final project. The participants will have two options:

• Option 1: Design a 10-hour pedagogical proposal (a project, a teaching unit, a sequence of activities, etc.) that includes at least 3 resources that have been shared in this course (a story, a video, a podcast, etc.). Prepare an oral presentation in the format you prefer (Genially, Power Point, Prezi, etc.). Optionally, your presentation could be shared with the rest of the course participants.

• Option 2: Implement a task in a real school addressing some of the aspects we have seen throughout the course. You can do that by using one of the resources that have been shared in this course. Record the class on video and share it with the course tutor.

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 connexió síncrones, per tenir dret al certificat caldrà la superació del 100% de les tasques plantejades. Per això, tant l’assistència a les sessions, com la superació de la proposta de feina autònoma són necessàries per a la certificació del curs.

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