Freie Plätze:
Teaching your Subject in English: Challenges and Strategies
English is not only the chief 'lingua franca' of international business communication; it is also increasingly becoming the 'medium of instruction' at universities with an international outlook. Whilst the benefits for international academia are self-evident, it is helpful to reflect on some of the more covert challenges for teachers and students.
Perhaps you have already wondered how you, personally, come across as a teacher in English? Or whether you can connect with students in the same way as you would in your native language? Even as an advanced speaker, you are probably aware of a few linguistic limitations in English as an international language: more than most other forms of communication, successful teaching requires precision of vocabulary and idiomaticity, structural accuracy, conversational fluency and clarity of discourse. WhiIe these aspects typically do receive attention in modern academic life, you may be less aware of what is rather dramatically termed personality reduction in a foreign language, which may result from a non-native use of interpersonal signals and gambits. In ways often unconscious to the speakers, interpersonal signals serve to a) establish the teacher's role and authority, b) create and manage classroom discourse, c) instil and maintain motivation in the students, whilst d) ensuring that the factual tasks of teaching and assessment are carried out to professional standards.
Target Group
- Scientists who are relatively new to teaching, especially in English as Medium of Instruction.
- Scientists who are an experienced teacher in their native language, but maybe a little unsure about teaching an EMI lecture or seminar.
- Scientists that take a special interest in the mechanisms of discourse management.
Workshop Goals
- Developing an understanding of how we come across in an English-taught classroom,
- Exploring the scope of linguistic strategies necessary for a) to d),
- Formulating and practicing the most obvious of such strategies, e.g. 'creating a sense of fairness', 'giving feedback', 'guiding classroom discourse' (including 'trouble-shooting')
- Placing these strategies within the context of smart classroom management.
Workshop Methods
- Small-group discussion and analysis
- Mini-presentations by participants
- Personalised feedback from peers and coach
- Individualised planning of classroom situations
Location, Date and Time
Thursday, 28 September 2017, 9.00 am - 5.00 pm
All registered participants will be informed of the location by email one week before the event.
Fees and Registration
This workshop is open to a limited number of participants. The registration deadline is 14 September 2017.
Please note that you should notify us before the registration deadline if you are unable to attend the workshop. Otherwise the full fee will be charged.
Please let the Personnel Development and Planning Office know if you will not be attending. There are often waiting lists for the workshops, and this will give one of your colleagues the chance to attend. In addition, if we can fill the vacancy with someone from the waiting list, no cancellation charges will apply for you.
To sign up for this workshop, please click "Register" at the bottom of this page. For any further information please contact Elke Rittersbacher (elke.rittersbacher@wu.ac.at, DW 4448).
The course fee is €20.
Trainer
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Dr. Gunter Lorenz
Dr Gunter Lorenz has been teaching at university level for over 25 years and currently works as Director of the Language Centre at Friedrich-Alexander-Universität Erlangen-Nürnberg. He holds a PhD in Applied Linguistics of English and has a track record in foreign language theory, intercultural communication, media-based language teaching and new forms of learning. Dr Lorenz has worked as a language teacher and teaching consultant for several universities, including Cambridge (UK) and WU Wien (since 2013).
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