Can you speak “real English”? Upgrading and updating your bilingual classroom language
Desde
05
Jun
Hasta
20
Jun
Estado:
Cancelado
Modalidad:
Semipresencial
Lugar:
Sesiones presenciales: aula 1.7, edificio Galileo
Sesión 3 de julio: Zoom
Fechas del curso:
Límite Renuncias: 23/06/23
Jueves, 29 de junio de 2023
Viernes, 30 de junio de 2023
Lunes, 3 de julio de 2023 (online)
Horario:
de 10:00 a 14:00h.
Contenidos

Curso de 25 horas de certificación (2'5 creds.) Fecha límite para renunciar al curso: 23/06/2023.

The chief objective of this workshop is to underscore the importance of mastering “real English” for adequate communication in the bilingual classroom. After framing the topic against the broader backdrop of CLIL, EMI, and teacher training needs for bilingual education, the bulk of the session will be devoted to familiarizing participants with the concept of “real English”: updated, relevant language chunks which can be directly applied in the bilingual classroom in order to foster successful communicative interaction and basic interpersonal communication skills in both teachers and students.

The session will begin by explaining what is understood by “real English”. It will then flesh out the most outstanding reasons why we should be learning to speak “real English” and expound on who should be learning it, and will finally capitalize on how to identify, keep up-to-date with, and use these “real English” expressions. A batch of originally designed and tried-and-tested activities will then be carried out to work on “real English” for the CLIL classroom. An eminently hands-on approach will be followed in proceeding from the identification to the practice and, ultimately, to the production of these “real English” expressions.

The ultimate aim is to encourage participants to become “English watchers” (Swan 2005: 6) and to familiarize them with the chief means to continue being up-to-date with the lexicon which is really used at present in English-speaking countries and which will enhance their fluency and communicative potential in the bilingual classroom.

Fecha de entrega tarea:

Evaluation criteria:

70%: Attendance to and participation in the face-to-face or synchronous sessions

30%: Final task (evaluation criteria: structure and organization; expression; content; personal touch and originality; adequate register)

 

Participants will have the possibility to choose between two tasks:

OPTION 1: In this final task, we are going to bring together all the knowledge we have acquired throughout the course in order to help you identify “real English” expressions. Please watch an episode of your favourite series in English, listen to song, surf the web for an Internet text, or read through social media posts in order to identify a minimum of ten “Real English” expressions within them, and provide your opinion on them. Please specify the resource, the “real English” expressions within it, and your overall opinion of the series/song/text/post you have examined and of your capacity to identify “real English” expressions.

OPTION 2: All the knowledge you have acquired in this course will now come together in this final task. Individually or with a classmate, please prepare a five-minute excerpt of a sample lecture (it can be conducted interactively if you work in pairs) you would realistically give in one of your subjects, incorporating, in a natural way, a minimum of ten “real English” expressions seen in this subject. Please tape yourself(ves) and send a link to the video.

 

* Es necesario tener en cuenta los criterios de asistencia como parte de la evaluación del curso además de los propios que establezca el/la ponente:
Según el Plan de Formación aprobado por la Comisión de Formación e Innovación en su punto 5 (5.1) se establece con respecto a la asistencia que:
a. Cursos presenciales. En esta modalidad, las personas inscritas deberán asistir obligatoriamente a un mínimo del 85% del total de las horas lectivas en cursos de 20 o menos horas, y un 75% en cursos de más de 20 horas y superar las pruebas o actividades de evaluación (tareas) que se establezcan. El incumplimiento de este requisito implicará una evaluación negativa. 
b. Cursos semipresenciales/online. En esta modalidad, se tendrán en cuenta los criterios establecidos por el formador/a para la superación de la actividad formativa (asistencia a sesiones presenciales/asíncronas, actividades, tarea, etc.)
Nombre ponente/s
Dña. María Luisa Pérez Cañado
Institución ponente/s
Universidad de Jaén
Breve CV ponente/s

Dr. María Luisa Pérez Cañado is Full Professor at the Department of English Philology of the University of Jáen, Spain, where she is also Delegate of European Universities and Linguistic Policy. Her research interests are in Applied Linguistics, bilingual education, and new technologies in language teaching.

Her work has appeared in over 120 scholarly journals and edited volumes and she is author or editor of 11 books on the interface of second language acquisition and second language teaching, and editor or member of the editorial board of 18 international journals.

María Luisa has given more than 170 lectures and talks in Belgium, Poland, Germany, Portugal, Ireland, England, Mexico, Brazil, Peru, China, The United States, Japan, Australia, and all over Spain. She is currently coordinating the first intercollegiate MA degree on bilingual education and CLIL in Spain. She has also been granted the Ben Massey Award for the quality of her scholarly contributions regarding issues that make a difference in higher education and is included in the Top 2% of the world’s most cited scientists according to the Ranking of World Scientists drawn up by Stanford University (2021 and 2022).

Para la parte presencial, se recomienda que los asistentes lleven a clase algún dispositivo (móvil, tablet, ordenador portátil) con conexión a internet.