Unterschiede
Hier werden die Unterschiede zwischen zwei Versionen angezeigt.
Beide Seiten der vorigen RevisionVorhergehende ÜberarbeitungNächste Überarbeitung | Vorhergehende ÜberarbeitungNächste ÜberarbeitungBeide Seiten der Revision | ||
english_medium_instruction [2011/12/07 15:30] – gd1006 | english_medium_instruction [2012/01/03 12:36] – gd1006 | ||
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- | An increasing number of higher education institutions are adopting English as the medium of instruction for parts of or entire programs. This means that vital academic exchanges are now taking place more frequently in second languages (L2) from both the teacher and student side. While this clearly enhances not only the international reputation of the university but also the degree of proficiency and confidence in the language of instruction (English, the lingua franca), it can also prove challenging for all parties concerned and thus inhibit communication and ultimately know-how transfer between teachers and students. Currently the University of Freiburg offers 15? Masters programs taught either partially or entirely in English. As this trend is bound to continue, a project team has been established to offer guidance and support to lecturers/ | + | An increasing number of higher education institutions are adopting English as the medium of instruction for parts of or entire programs. This means that vital academic exchanges are now taking place more frequently in second languages (L2) from both the teacher and student side. While this clearly enhances not only the international reputation of the university but also the degree of proficiency and confidence in the language of instruction (English, the lingua franca), it can also prove challenging for all parties concerned and thus inhibit communication and ultimately know-how transfer between teachers and students. Currently the University of Freiburg offers 15 Masters programs taught either partially or entirely in English. As this trend is bound to continue, a project team has been established to offer guidance and support to lecturers/ |
+ | |||
+ | The Sprachlehrinstitut (SLI) (link) has launched | ||
**Services offered | **Services offered | ||
** | ** | ||
- | * Discourse and syntax training | + | * **General weekly courses** |
- | * Individual coaching | + | * **Specific courses** such as |
- | * Coaching | + | * structuring lessons |
+ | * dealing with and responding to questions | ||
+ | * moderating and fostering group discussions | ||
+ | * vocal and oral pronuciation training | ||
+ | * pedagogic quirks | ||
+ | * intercultural aspects dealing with critical incidents (i.e., cultural expectations | ||
+ | * departmental courses/ | ||
+ | * Individually tailored block sessions of coaching for lecturers based upon initial evaluations (link to email, request form) | ||
* Translations, | * Translations, | ||
- | * Tailored you-focused | + | * Presentation |
**The benefits | **The benefits | ||
** | ** | ||
* Fine tune your target discourse | * Fine tune your target discourse | ||
- | * Incease confidence in delivering quality lessons in a foreign language | + | |
+ | | ||
* Develop and hone skills to cope with student communication difficulties in the classroom | * Develop and hone skills to cope with student communication difficulties in the classroom | ||
* Become more aware of cultural aspects at play in the classroom and be better prepared for the multicultural learning environment | * Become more aware of cultural aspects at play in the classroom and be better prepared for the multicultural learning environment | ||
* Enhance necessary soft skills when engaging and guiding students in workshop like environments as well as outside the classroom | * Enhance necessary soft skills when engaging and guiding students in workshop like environments as well as outside the classroom | ||
+ | * Build communities of practice among colleagues (i.e., sharing best practices and experiences) | ||
+ | * Assurance that your presentations and writings are presented in a linguistically appropriate fashion | ||
**The next step | **The next step | ||
** | ** | ||
- | In order to provide competent | + | In order to provide competent |
- | The needs analysis questionnaire can be accessed by clicking here: | + | |
+ | Gregg Dubow-- | ||
+ | Joshua Lange-- joshua.lange@sli.uni-freiburg.de | ||
+ | |||