Friday, May 23, 2014
Week 14 -- Microteaching
Feel free to ask me if you have any questions/issues while preparing your lesson plans and microteaching.
Friday, May 16, 2014
Saturday, May 10, 2014
Week 12 -- Identity and Course Wrap-up
This will be our last content class for ICC. Next week there is no class and you will do your Microteaching in Week 14. Please refer to your Microteaching assignment and lesson plan template.
Because this is the last week of content, we are going to do something a little different. In an attempt to provide a closure-style class and to flip the classroom, you will play a major role in deciding our last class' content.
Please read Duff and Uchida's article about negotiating a teacher's identity in the EFL classroom. This ties in a lot of ICC ideas and focuses on what we are -- teachers.
As you read, I want you to create questions using this table. Questioning is a very important strategy for those of you wanting to move on to a graduate program, and being critical shows a very high-level of understanding.
Please create at least 5 questions following the Question Table guidelines. You are welcome to create more. Do not post anything. Bring them to class. We'll use them in a round table discussion. Each of you will have several turns to pose questions to me, and much more importantly, to each other.
Please come to class ready to talk (as if I even need to type this).
Because this is the last week of content, we are going to do something a little different. In an attempt to provide a closure-style class and to flip the classroom, you will play a major role in deciding our last class' content.
Please read Duff and Uchida's article about negotiating a teacher's identity in the EFL classroom. This ties in a lot of ICC ideas and focuses on what we are -- teachers.
As you read, I want you to create questions using this table. Questioning is a very important strategy for those of you wanting to move on to a graduate program, and being critical shows a very high-level of understanding.
Please create at least 5 questions following the Question Table guidelines. You are welcome to create more. Do not post anything. Bring them to class. We'll use them in a round table discussion. Each of you will have several turns to pose questions to me, and much more importantly, to each other.
Please come to class ready to talk (as if I even need to type this).
Friday, May 2, 2014
Week 11 -- Teaching English as an EIL
Continuing ideas from last week, this week we'll look more closely at what it means to consider English as an EIL. Also, we'll look at a very practical, easy, and kid-friendly approach to including culture in the classroom.
1. First, please read McKay's Teaching English as an International Language.
2. Next, read this article about Moran's Cultural Knowings Framework.
Blog Question 1: Briefly reflect on your own classrooms. Have you been including EIL ideas either consciously or subconsciously? If so, how? If you have not, how could you include some EIL ideas? Or, if you reject the idea of EIL, why do you feel that way?
Blog Question 2: What part of your own culture could you teach following Moran's framework? Briefly explain how would you do it?
1. First, please read McKay's Teaching English as an International Language.
2. Next, read this article about Moran's Cultural Knowings Framework.
Blog Question 1: Briefly reflect on your own classrooms. Have you been including EIL ideas either consciously or subconsciously? If so, how? If you have not, how could you include some EIL ideas? Or, if you reject the idea of EIL, why do you feel that way?
Blog Question 2: What part of your own culture could you teach following Moran's framework? Briefly explain how would you do it?
Friday, April 25, 2014
Week 10 -- English as an International Language (EIL)
For the next two weeks we will consider the issues raised by English being considered a global language. What does it mean for us, our students, and the content we teach?
1. First please read Graddol_Why global English may mean the end of English as Foreign Language.
2. Next read Graddol The Native Speaker Problem.
3. Then read Whose English Should We Teach.
4. Finally, read EIL Pronunciation, an argument regarding EIL and pronunciation.
Blog Question 1: How do you define "standard English?" Please justify your response.
Blog Question 2: What do you think about the phonological core?
1. First please read Graddol_Why global English may mean the end of English as Foreign Language.
2. Next read Graddol The Native Speaker Problem.
3. Then read Whose English Should We Teach.
4. Finally, read EIL Pronunciation, an argument regarding EIL and pronunciation.
Blog Question 1: How do you define "standard English?" Please justify your response.
Blog Question 2: What do you think about the phonological core?
Friday, April 18, 2014
Week 9 -- Stereotypes, Descriptions/Judgments, and Textbook Evaluations.
This week we're going to look at our own teaching material to determine if there are any hidden messages that we are sending to students. Sometimes these are quite obvious, and sometimes they are more subtle. We'll examine our own use of descriptive/judgmental language by modeling a couple activities you can do with your students. Finally, we'll take a closer look at our textbooks to see how effective the cultural content is.
1. First please read DeCapua and Wintergerst, pages 64-67, for a brief overview of stereotypes.
2. Read Cortazzi and Jin's Cultural Mirrors: Materials and Methods in the EFL classroom. This will get you thinking about how best to analyze a textbook. This chapter looks longer than it is -- plenty of diagrams and 24 pages of references.
3. Look over the picturebook My Name Is Yoon.
Blog question 1: As you read My Name is Yoon, consider the good and bad points of the cultural content in terms of images, stereotyping, power, etc. Post your thoughts below. Please include page numbers when you refer to specific scene (page numbers in the .jpg title). Also, please do not waste the paper/ink to print this out for class. I'll put it on the screen and we can all talk about it together.
Blog question 2: Look through your own current textbook. Be prepared to discuss the good/bad points of the cultural content. Don't post this; we'll talk about it in class.
1. First please read DeCapua and Wintergerst, pages 64-67, for a brief overview of stereotypes.
2. Read Cortazzi and Jin's Cultural Mirrors: Materials and Methods in the EFL classroom. This will get you thinking about how best to analyze a textbook. This chapter looks longer than it is -- plenty of diagrams and 24 pages of references.
3. Look over the picturebook My Name Is Yoon.
Blog question 1: As you read My Name is Yoon, consider the good and bad points of the cultural content in terms of images, stereotyping, power, etc. Post your thoughts below. Please include page numbers when you refer to specific scene (page numbers in the .jpg title). Also, please do not waste the paper/ink to print this out for class. I'll put it on the screen and we can all talk about it together.
Blog question 2: Look through your own current textbook. Be prepared to discuss the good/bad points of the cultural content. Don't post this; we'll talk about it in class.
Saturday, April 12, 2014
Week 8 -- Lesson Plan Workshop
No reading.
Please bring your Discourse Analysis Lesson Plan to class. It should be ready to be handed in. Be prepared to explain it in detail. You'll have up to 10 minutes to explain it. Also bring your Discourse sources (video,ad, etc). After your explanation of the lesson, we'll have a few minutes to give you feedback. Also, if you have already taught it, you can share some good/weak points.
Please bring your Discourse Analysis Lesson Plan to class. It should be ready to be handed in. Be prepared to explain it in detail. You'll have up to 10 minutes to explain it. Also bring your Discourse sources (video,ad, etc). After your explanation of the lesson, we'll have a few minutes to give you feedback. Also, if you have already taught it, you can share some good/weak points.
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