scholarly journals EMI Teacher Training at the University of A Coruña

2018 ◽  
Author(s):  
Begoña Crespo ◽  
Angela Llanos Tojeiro
Keyword(s):  
Foreign Students ◽  
Native Speakers ◽  
Teacher Professionalism ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
Internationalisation At Home ◽  
Key Factor ◽  
Native Speakers Of English ◽  
Student Centred Learning ◽  
The University

TThe aim of this paper is to offer an overview of how an EMI (English as a Medium of Instruction) programme was designed at the University of A Coruña (Spain) to implement courses taught in English by its teaching staff. The final goals of this initiative were twofold: to attract an increasing number of foreign students through mobility or as new admissions; and to promote internationalisation at home for both students and lecturers. Some of the steps taken in this process (from coaching to EMI) are explained as well as the principles on which a particular teaching methodology for non-native speakers of English is based. Content knowledge and a B2 level of English is presupposed, but a further level of teacher professionalism is aspired to, involving commitment, reflection, responsibility. A shift in focus, from teacher- to student-centred learning is required. Instructors should show their students how to learn and guide them along their learning paths. This implies a shift in the original mindset that is strongly rooted in particular teaching traditions. Communicative competence is also a key factor: knowing how to transmit and communicate is at least as important as the material content itself, and lecturers should be good communicators.

scholarly journals Supporting Non-Native English Speakers at the University

2021 ◽  
Vol 11 (1) ◽  
pp. 103-121
Author(s):  
Bethany Peters ◽  
Michael E. Anderson
Keyword(s):  
Research University ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Public Research ◽  
Public Research University ◽  
Native Speakers Of English ◽  
Faculty And Staff ◽  
The University

This study reports on a survey designed to understand the experiences of faculty and staff who work with non-native speakers of English (NNESs) at a U.S. public research university. Over 1,500 faculty and staff responded to the survey, and the findings highlight their perspectives on the benefits of having non-native English speakers on campus, as well as the challenges that they experience in teaching and advising this population of students. We conclude with a discussion about possible resources and strategies that may provide enhanced support for NNES and the faculty and staff who work with them.

scholarly journals International Academic Exchange of Students and Teaching Staff in Human Geography Study Field: The Case of Klaipėda University / Visuomeninės geografijos studijų krypties studentų ir dėstytojų tarptautiniai akademiniai mainai: Klaipėdos universiteto atvejis

2017 ◽  
Vol 5 ◽  
pp. 91-103
Author(s):  
Daiva Verkulevičiūtė - Kriukienė ◽  
Angelija Bučienė
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Academic Staff ◽  
Teaching Staff ◽  
Cultural Environment ◽  
University Teachers ◽  
Academic Exchange ◽  
Foreign Countries ◽  
The University ◽  
Foreign Universities

The participation in Erasmus and Erasmus+ programmes is the most popular form of mobility among the university teachers and other academic staff as well as students. The geographers of Klaipėda University can study in more than 20 universities of different regions of Europe, and the geography of studies expands from year to year. While studying in foreign countries, they not only deepen their knowledge, but also broaden the geographic scope, acquaint with new people and cultures, strengthen the knowledge of foreign language. From the other side, the students of foreign universities, having been chosen the geographic modules at Klaipėda University, have a possibility to see and learn about the nature of Western Lithuania, social and economic objects, the cultural environment. According to the foreign students, the studies are organized so, that academic staff is able to collaborate with each student immediately, and the atmosphere of studies is very good. Besides the foreign students, Klaipėda University receives also the foreign academic staff, organizes the international practices, develops the projects, and the academic staff of Klaipėda university has a possibility to visit the universities of foreign countries. Those visits give the invaluable benefit to the teachers, because one can receive more experience, and the newly adopted methods may be applied at Klaipėda University.

scholarly journals Using Nigerian English in an International Academic Setting

2012 ◽  
Vol 10 (2) ◽  
pp. 143-158
Author(s):  
Una Cunningham
Keyword(s):  
International Students ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Point Of View ◽  
Native Speakers Of English ◽  
Nonnative Speakers Of English ◽  
The University ◽  
Nigerian Students ◽  
Gain Access ◽  
Better Than

This study examines the English pronunciation of a group of Nigerian students at a university in Sweden from the point of view of their intelligibility to two groups of listeners: 1) native speakers of English who are teachers at the university; 2) nonnative speakers of English who are teachers at the university. It is found that listeners who are accustomed to interacting with international students do better than those who are not, and that native speakers of English do no better or worse than non-native listeners. The conclusion is drawn that locally useful varieties of Nigerian English may not easily be used as for wider communication and that students preparing to study abroad would find it useful to gain access to a more widely intelligible variety.

scholarly journals Do you "(Mis)Understand" What I Mean? : Pragmatic Strategies to Avoid Cognitive Maladjustment

2011 ◽  
Vol 9 ◽  
pp. 223 ◽  
Author(s):  
Jesús Romero Trillo ◽  
Elizabeth Lenn
Keyword(s):  
Adaptive Management ◽  
Native Speakers ◽  
Pragmatic Markers ◽  
Linguistic Strategies ◽  
Key Factor ◽  
Native Speakers Of English ◽  
Pragmatic Strategies

This article studies misunderstanding as a key factor in identifying the psychological basis of interactional cognitive maladjustment. The study focuses on the linguistic strategies to avoid pragmatic misunderstanding employed in conversations in Spanish and English and between native and non-native speakers of English. In particular, we analyze the use of pragmatic markers as adaptive management to avoid misunderstanding in conversation. Through the classification of pragmatic markers as rhetorical or overt, we study the distribution and use of each type of pragmatic marker and the implementation of pragmatic markers, with the lexical and intonational implications in cross-linguistic conversation for the adaptive Management of misunderstanding.

scholarly journals Taboo vocabulary in the system of teaching RFL to philologists: linguocultural aspect

2019 ◽  
Keyword(s):  
Foreign Students ◽  
Native Speakers ◽  
Real Life ◽  
Russian Language ◽  
Point Of View ◽  
Language And Culture ◽  
Ethnic Stereotypes ◽  
The People ◽  
Approach To Teaching ◽  
The University

Today, the linguocultural approach to teaching RFL is considered the most promising and significant. Every culture has words that native speakers avoid either subconsciously or consciously. These forbidden words reflect the cultural characteristics of a particular nation; they are a necessary component of a linguistic personality and are directly related to formation and functioning of a conceptual picture of the world of a particular ethnic group. Mastering a language is impossible without understanding the culture of the people being studied, and taboo vocabulary is, of course, a significant part of our language and culture. The article presents an attempt to consider the taboo vocabulary of the modern Russian language from the point of view of the necessity and the possibility of teaching it in the RFL course for foreign philology students. In particular, there is a change in the causes of emergence of modern speech taboos: if earlier the main reason for taboos was fear, then today we are talking about psycholinguistic changes in society related to the general orientation towards tolerance, providing all members of society with equal opportunities. Nowadays, this is the main reason for the taboo on certain words. In addition, the author argues that taboo topics will not be the same for intra-communication and intercultural communication (as an example, we can talk about negative ethnic stereotypes). Finally, the RFL teacher is asked the question: should a taboo vocabulary be discussed in class with foreign students? And if so, what is the mechanism for teaching “forbidden” words? The author concludes that, despite some exotic themes, knowledge of the vocabulary tabooed in our culture is extremely important for foreign students, as it will help them not in the predictable atmosphere of the university, but in real life. Obviously, in the system of teaching taboo vocabulary, it is advisable to use the system of language and speech tasks, pretext, text and posttext tasks that is familiar to teachers. As an illustration, the author offers samples of several such exercises, noting that not only sentences modeled by the teacher, but also adapted texts of different styles of speech can serve as examples.

scholarly journals Mitigation of Disagreement in Peer Review among L2 Learners and Native Speakers in a College Writing Class

2015 ◽  
pp. 45-62
Author(s):  
Katherine O'Donnell Christoffersen
Keyword(s):  
Peer Review ◽  
Native Speakers ◽  
Mitigation Strategies ◽  
College Writing ◽  
Cultural Backgrounds ◽  
English Writing ◽  
Writing Class ◽  
L2 Learners ◽  
Native Speakers Of English ◽  
The University

Peer review is now a commonplace practice in process-oriented writing instruction. A crucial aspect of peer review is assessing another classmate’s work, which encompasses the act of disagreement. Given its prevalence in the classroom, it is necessary to analyze how L2 learners mitigate disagreement in the context of peer review with other L2 learners and native speakers. The present paper presents a qualitative analysis of action research from an introductory English writing class at the university level including native speakers of English and international students from different linguistic and cultural backgrounds. The conversation-based peer review sessions were analyzed for various mitigation strategies including token agreement, hedging, prefacing positive remarks and requests for clarification. The analysis shows that L2 learners and native speakers of English use similar mitigation strategies, and it demonstrates the coconstruction of meaning in peer review interactions.

scholarly journals Facilitating learning about academic phraseology: teaching activities for student writers

2018 ◽  
Author(s):  
Mary Davis ◽  
John Morley
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
First Language ◽  
Student Writers ◽  
Teaching Activities ◽  
Self Study ◽  
Native Speakers Of English ◽  
The Many ◽  
The University ◽  
University Of Manchester

Academic Phrasebank is an online, open-access compendium of formulaic phrases for academic writers, created and continuously developed at the University of Manchester. Originally developed for student writers whose first language is not English, data suggests that over half of the many users are in fact native speakers of English. Underpinned by current approaches to academic text analysis and to understanding the phraseological nature of language, the Academic Phrasebank has become a well-known and widely-used resource which many learning support teachers recommend to students at all levels of study, mainly as a self-study or quick reference tool. In order to explore ways to facilitate learning about academic phraseology, this paper seeks to demonstrate how exercises developed from Academic Phrasebank can be used to help student writers to better understand the nature and role of academic phrases and to improve their academic writing. The usefulness of different exercise types is discussed, drawing on comments from learning developers. The implication of the study is that such teaching activities can facilitate student engagement with academic phrases and help them to write more effectively.

scholarly journals Improving the quality of lecturers at the University of Social Sciences and Humanities, VNU-HCM

2020 ◽  
Vol 4 (4) ◽  
pp. first
Author(s):  
Le Thi Truc Ngoc
Keyword(s):  
Social Sciences ◽  
Human Resource Development ◽  
Education And Training ◽  
Quality Of Education ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
Social Sciences And Humanities ◽  
The University ◽  
And Training

The quality of education and training is determined by many factors including the quality of human resources, especially teaching staff. They do not only play the role of teachers, experts in the field of expertise, but also are advisors, lecturers who are also leaders in renovating the curriculum and teaching methodology to meet educational goals of the University and the society, etc. However, in addition to the achievements in human resource development, the quality of the teaching staff remains inadequate, failing to meet the needs of the University and the society in the context of globalization. Therefore, to overcome the limitations and improve the quality of education and training, it is urgent to need specific and comprehensive solutions to improve the quality of lecturers at higher education institutions in general and at USSH, VNU-HCM in particular. Therefore, in this article, the author presents: 1/ Some difficulties and limitations in improving the quality of teaching staff at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City; and 2/ Proposing some solutions to improve the quality of USSH lecturers to contribute to improving the quality of education and training to meet the needs of international integration in the current period.

scholarly journals DISTANT EDUCATION IN PANDEMIC PERIOD

2021 ◽  
Vol 1 (193) ◽  
pp. 439-444
Author(s):  
Hanna Sklianichenko ◽  
Keyword(s):  
Foreign Students ◽  
Educational Institutions ◽  
Distant Learning ◽  
National Medical ◽  
Internet Resources ◽  
Key Factor ◽  
Rapid Transition ◽  
Definition Of ◽  
The University ◽  
Medical University

In the article an attempt is made to characterize some peculiarities of distant learning in the context of Covid pandemic. The definition of distant learning and its forms is given. The author tries to compare the efficiency of distant learning as it is and its efficiency as the only form of learning in the context of extreme conditions. Based on the experience of a rapid transition to distant learning of the students of Donetsk National Medical University the author descirbes and analyzes the main challenges the students and teachers faced during that period. Among them are the uncertainty about its length, special difficulties for foreign students , lack of technological devices and the necessary skills to work with them that some students experienced, the necessity to define the appropriate balance between online and offline forms of distant learning in mastering University courses, the absence of video courses in some subjects - Ukrainian as a foreign language in particular. The revealed merits and drawbacks of online learning are considered. The positive factors are the following: due to distant learning the process of studying at all educational institutions was not discontinued, students could save their time not getting to the University, working with offline tasks in their individual tempo, internet resources suggested new opportunities for teachers to be used in the period of distant learning and after it. The negative aspects are complete dependence of teaching and studying on technological devices which are not always reliable, difficulties for teachers to control if a student was really independent doing written and oral tests or examination answering, lack of the necessary emotional and visual communication between a student and a teacher, The author mentions that one of the lessons drawn from the experience of distant learning in pandemic period is the fact that the role of a teacher is in no way diminished. It remains the key factor both in classical and distant forms of studying. A mixed form of learning which combines both above mentioned ones is regarded to be widely practiced in future.

scholarly journals Code-switching and plurilingualism in English-medium education for academic and professional purposes

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Maurizio Gotti
Keyword(s):  
Native Speakers ◽  
Code Switching ◽  
Successful Outcome ◽  
Lingua Franca ◽  
Medium Education ◽  
The World ◽  
Relevant Role ◽  
Native Speakers Of English ◽  
The University

AbstractIn the process of internationalization of their teaching programmes many universities all over the world are now offering courses in English. This is a typical English as a Lingua Franca (ELF) situation in which both lecturers and students – although they are not native speakers of English – use this language as a common means of communication and instruction. This article examines communicative interactions taking place in such contexts. The data are taken from “international” courses in specialized disciplines offered by the University of Bergamo. In particular, the article examines the role of code-switching and the use of other languages employed by lecturers to explain the main specialized terms and technical concepts concerning the specific courses they are teaching. The methodology employed for the analysis of the data is mainly qualitative and is based on selected pieces of the lectures recorded. The data presented show that code-switching and the recourse to words belonging to other languages play a relevant role among the main strategies employed by both lecturers and students in the realization of their communicative efforts, and increases the degree of cooperativeness on both sides so as to guarantee a successful outcome of the specialized communication in which they are involved.

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