Departamento de Lenguas
https://hdl.handle.net/11117/1031
2024-03-29T09:40:45ZLa capacitación y el desarrollo profesional en el uso del inglés como medio de enseñanza-aprendizaje para fortalecer la estrategia de internacionalización en casa
https://hdl.handle.net/11117/8236
La capacitación y el desarrollo profesional en el uso del inglés como medio de enseñanza-aprendizaje para fortalecer la estrategia de internacionalización en casa
Brown, Sarah J.; Clinton, Alison J
En este capítulo abordaremos la internacionalización del currículo y la importancia de involucrar al cuerpo docente en dicho proceso. Revisaremos la historia del aprendizaje integrado de contenidos y lenguas extranjeras y la capacitación en inglés como medio de enseñanza-aprendizaje en la universidad ITESO, así como los pasos a seguir para introducir clases de contenido en este idioma a fin de aumentar la educación internacionalizada. También consideramos que el papel principal de un experto en lengua inglesa trabajando con instructores del personal académico es el de capacitar, asesorar, observar y dar retroalimentación. Por último, sugerimos posibles áreas de desarrollo profesional para apoyar la creación e implementación de un plan de estudios internacionalizado.; In this chapter, we discuss internationalization of the curriculum and the importance of engaging faculty in that process. We review the history of Content and Language Integrated Learning and English Medium Instruction training at ITESO University and the steps taken to introduce content classes in English to increase internationalized education. We also consider the key role of the English Language Expert working alongside the faculty instructor to train, advise, observe,
and give feedback. Lastly, we suggest possible areas of professional development to support the creation and implementation of an internationalized curriculum.
2021-12-01T00:00:00ZAntecedentes y fundamentos teóricos de los cursos universitarios de contenido disciplinar con lectura y escritura: un acercamiento al contexto latinoamericano
https://hdl.handle.net/11117/6557
Antecedentes y fundamentos teóricos de los cursos universitarios de contenido disciplinar con lectura y escritura: un acercamiento al contexto latinoamericano
Ochoa-Villanueva, Eurídice M.; Rengifo-Mattos, Karina D.
Este trabajo presenta un análisis de los antecedentes de los cursos de contenido disciplinar que incorporan a la lectura y la escritura como medios tanto para el aprendizaje de los conocimientos del área, como de la discursividad académica de la disciplina. Asimismo, expone un panorama de los fundamentos teóricos que subyacen a dichos cursos en América Latina y de la manera en que se operan en esta misma región. Se encontró que las teorías a partir de las que se diseñan y ponen en marcha se manifiestan en distintos ámbitos: en la manera en que se conciben el lenguaje, la lectura y la escritura; en la forma en que se entiende su enseñanza; y en el enfoque desde el que se define a los estudiantes a quienes se dirigen las propuestas. Además, se destacan tres formas de impartirlos: el modelo de profesores asociados, uno disciplinar y un especialista en lengua; el de asesorías, en el que el docente disciplinar recibe asesoría del de lengua; y el de apoyo a programas, en el que el especialista en lengua trabaja con los estudiantes en sesiones paralelas a las del disciplinar. En Latinoamérica, los cursos disciplinares con lectura y escritura como medios para el aprendizaje son heterogéneos no solamente en su formulación de origen, sino en sus fundamentos teóricos y en su operación. Asimismo, presentan diferentes grados de consolidación. Profundizar en su estudio los puede fortalecer, así como enriquecer el campo de conocimiento de la enseñanza de la escritura en la universidad
2021-01-01T00:00:00ZThe Impact of EMI on ELT Professional Development
https://hdl.handle.net/11117/6275
The Impact of EMI on ELT Professional Development
Brown, Sarah J.; Clinton, Alison J.
In this paper, it is our intention to discuss the history of CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) training at our university and explain how this has led us to realize that there are two possible areas for professional development for the English language teacher (ELT). EMI potentially provides an opportunity for the ELT to become an English language expert (ELE) accompanying EMI instructors or to become an EMI instructor. We consider the steps we have taken in order to foment content classes in English as a means to increasing internationalized education across faculty. The instruction of content courses in English at the higher education level has been the focus of our particular interest for the past few years at our university and the Language Department has been involved in this part of the university’s internationalization project. The university’s interest in raising its international profile has been top-of-mind for some time now. Not only are the authority figures anxious to improve the university rankings, but they are also interested in attracting foreign students to come to Guadalajara to learn Spanish as a foreign language while they continue studying for credits in their undergraduate programs. These credit-bearing classes, which they study in departments such as mathematics, administration, engineering and so on, are taught in English. The content courses in English (EMI classes) are attended by both foreign and Mexican students, thus providing an international experience for both. Some of the EMI lecturers are native English speakers, but the vast majority are Mexican and English is their second language. Over the years, the university has provided several opportunities for CLIL/EMI training. Faculty members who have undergone this training have realized that EMI requires a change in the instructional methods typically used in a higher education setting. Taking a content class in a language that is not the student’s first language
implies a greater challenge; therefore, how these classes are given is crucial. Scaffolding learning is of vital importance in order to make input accessible for the students and to help them achieve the required academic production (class related assignments such as, essays, summaries, reports, presentations, discussions in English). This scaffolding process is familiar to the English language teacher but may not be to the EMI instructor; therefore, this is an area of support provided by the ELE. We go on to discuss the importance of this ELE working alongside the faculty instructor to train, advise, observe, and give feedback and support. Becoming an ELE advisor for EMI instructors is one possible area for professional development. The second area of opportunity that we envision is that of the language professional looking at their own background to appreciate if they have a future as a possible EMI lecturer, especially if their first area of academic study is unrelated to a languages background. This paper provides real-life examples of English language teachers in this role at our university.
2020-03-01T00:00:00ZDeconstructing Language Learners’ Feelings of Inferiority Through Teletandem
https://hdl.handle.net/11117/5835
Deconstructing Language Learners’ Feelings of Inferiority Through Teletandem
Zulaica-Gómez, Paula A.
Teletandem is based on principles of reciprocity, equality, collaboration, and autonomy between two participants who are eager to learn their target language and share their knowledge of the one in which they
are proficient at the same time. While this is true, each party comes to the experience with their own context, perception, and attitudes
towards their target language, and thus, their circumstances are unequal, particularly those pertaining to their motivation for enrolling in a foreign language class. In the case of Mexican
learners of English as a foreign language, several sociocultural factors, resulting from the country’s colonial history affect their motivation
and attitude towards English. This article focuses on a) how perceptions and attitudes towards English affect the willingness of
Mexican learners to participate in teletandem sessions by self-imposing a lower station within a preconceived social hierarchy, and
b) how teletandem can break through these preconceived notions and change the way they perceive themselves and their partners. Results
of post-session evaluations reveal how after participating in teletandem and reflecting on the experience, they report increased motivation
and confidence in their target language skills.
2018-12-01T00:00:00Z