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BLELT_Session_2

Page history last edited by Dr. Carmen Medina 9 months ago

Abstract:  

This second edition of BLELT is intended to encourage English Language Teachers (ELTs) to reflect upon aspects of linguistics and communication, and how it affects their classrooms. Over five weeks, moderators will interact with participants reviewing and working on linguistic features such as communication, arbitrariness, language and linguistics, pronunciation, word formation, sentence building techniques, the relationship between language and culture, and many others, while helping them generate practice through discussions and reflection in order to adapt resources to their teaching contexts.

 


Target audience: 

This second edition of BLELT is intended to encourage English Language Teachers (ELTs) to reflect upon aspects of linguistics and communication, and how it affects their classrooms. Moderators will interact with participants discussing linguistic features such as communication, language and linguistics, pronunciation, word formation, sentence building techniques, language and culture, and many others.

 


Session objectives:

By the end of our sessions, participants will have covered the application of linguistic concepts at different levels and in diverse educational contexts. Discussion of theoretical aspects and recent research-related articles from the overall field of linguistics will immerse participants in current discussions regarding teaching and learning the English language. Participants will participate in a weekly live session and listen to interviews with English teaching professionals from a variety of countries on our weekly topics. Automated weekly badges will be issued to participants who complete the self-correcting tasks and peer review activities. At the end of our sessions, participants who have attended all 70% of the live meetings and have carried out all the tasks will receive a certificate.

 

Syllabus

 

Week 1. Jan, 11-18 2020. From Communication to Mediation in the English Classroom

During this week we will discuss aspects of communication, arbitrariness, the difference between language and linguistics, mediation in the new CEFR Companion Volume and how these aspects affect the ELL classroom.

Objectives

Outcomes

Meet and greet your moderators and fellow participants.

Brief instructions on how to use Canvas.

Talk about different means of communication.

Discuss the difference between language and linguistics and how language has changed because of social media, emojis, etc.

Review the different skills and how important it is to integrate them in classroom practices.

Discuss aspects of mediation and how it can affect our classes.

Videos on communication and mediation.

Readings on communication and mediation.

Interview with an expert.

Participants will get to know peers and moderators.

Participants will receive a brief training session on how to use Canvas.

Participants will have discussed aspects of communication, arbitrariness, the difference between language and linguistics, mediation in the new CEFR Companion Volume and how these aspects affect the ELL classroom.

Participants will create an activity that they can use in class in order to obtain their badge for this session.

 

Week 2. Jan. 19-25 2020. Pronunciation can be Challenging

In our second session, we will be reviewing different approaches to teaching pronunciation as well as the pros and cons of each approach. We will be receiving tips and tricks to improve our pronunciation

Objectives

Outcomes

Discuss phonics as a combination of reading, spelling and pronunciation.

Review English vowels and consonants. Discuss which the most difficult sounds are for speakers of other languages depending on their L1.

Review different activity types that help practice pronunciation.

Review tips and tricks that help improve pronunciation.

Videos on pronunciation.

Readings on pronunciation.

Interview with an expert.

Participants we will have discussed different approaches to teaching pronunciation as well as the pros and cons of each approach. 

Participants will identify the sounds of English they and their learners struggle with.

Participants will create an activity that they can use in class in order to obtain their badge for this session.



 

Week 3. Jan. 26- Feb. 1 2020. Building Sentences: from Words to Paragraphs

In Week 3, we will review different approaches to learning English via frames and chunking. We will also be discussing the contexts of our participants and whether framing and chunking would be effective in their context. Finally, we will discuss aspects such as word order, tenses and modality.

Objectives

Outcomes

Discuss working with frames and their effectiveness at different levels.

Discuss chunking and its effectiveness at different levels.

Discuss aspects of English such as word order, tenses and modals.

Videos on frameworks and chunking.

Reading on  frameworks and chunking.

Interview with an expert.


Participants will have discussed, reviewed and created classroom activities with frames and chunking.

Participants will have discussed aspects of English such as word order, tenses and modals with regards to their L1.

Participants will create an activity that they can use in class in order to obtain their badge for this session.


 

Week 4. Feb. 2-8 2020. Meaning, Context and Intercultural Communication

In Week 4. we will be discussing aspects of semantics and pragmatics with a focus on intercultural communication and how different contexts and multicultural teaching contexts can be very enriching but also demanding. We will be discussing how cultural awareness is important for teachers as well as for students.

Objectives

Outcomes

Discuss the importance of identifying meaning and multiple meanings attached to some words for the English classroom.

Discuss  aspects of culture in the English language classroom.

Videos on culture and meaning.

Readings on culture and meaning.

Interview with an expert.


Participants will be able to identify cultural aspects in the English classroom.

Participants will be aware of “cultural” implications that students bring to the English classroom.

Participants will create an activity that they can use in class in order to obtain their badge for this session.


 

Week 5. Feb. 9-15 2020. Planning your English classes and creating a professional learning community.

Our final week will include creating a plan of action to include one or more of the aspects we have discussed during our sessions. We will also encourage participants to participate in a professional learning community.

Objectives

Outcomes

Reflect upon the previous four weeks in order to develop a plan of implementation of newly learned content into the participant's field of practice.

Catch up with assignments that were left behind.

Take the final evaluation quiz.

Collect certificate of participation.

Prepare for continuous collaboration.

Videos on creating lessons plans, plans of action and professional learning communities.

Readings on creating lessons plans, plans of action and professional learning communities.

Interview with an expert.

 

Participants will create a plan of action to use in their classrooms based on the materials of their choice which they will have worked on during the previous weeks.

Participants will receive a variety of lesson plan templates that they will be able to adapt to their context.

Participants will receive a badge for the completion of the tasks.

Participants who have completed the required activities will receive a certificate of completion.

 

 


 

Media: How we will communicate with participants during the sessions:

 

 

 

Other technology tools: Padlet, Mentimeter, YouTube

 

 


Suggested sponsor(s): 

TESOL-IS: English as a foreign language

IATEFL Member: SIG Teacher Development

 

 

Name (last, first) 

Email address

Location
(country of residence)

Biodata
(max. 50 words) 
 

Photo

 Medina Garríguez, Carmen

 carmen.medinasa@gmail.com

 Spain

Carmen Medina is an applied linguist whose PhD is in language and culture. She achieved her Senior Fellowship with Higher Education Academy just last year. She was a Fulbright exchange teacher in 2001. She loves to study, research and teach online. She is a lifelong learner. 

 

 Billy, Roslyn J.F.

 drrozbilly@gmail.com

 United States

Dr. Roslyn Billy's educational background consists of a BA in Liberal Arts with a concentration in Philosophy and Religion, a M.A.Ed. in Leadership in Teaching with a concentration in TESOL, (both from College of Notre Dame of Maryland) and a PhD in Curriculum and Instruction (Capella University). 


 

 Hiasat, Lana

 Lanahiasat1@gmail.com

 United Arab Emirates

Lana is the GS program coordinator and full-time faculty at HCT, Dubai Men's Campus. Drawing on her background of cultural diversity, trainings in emotional intelligence, creativity, and intercultural understanding, Lana offers unique insights into educational leadership, cultural inclusion, and integration of technology. Her research interests are in blended learning, educational technologies, teaching and learning best practices.  

 

 

Primary Contact and Lead Moderator

Dr. Carmen Medina Garríguez.

carmen.medinasa@gmail.com

 

 


Statement of commitment: 

I understand that session moderators are required to participate in the 5-week Moderators' Development Session from October 13 until November 10, 2019. The EVO session will be offered between January 11 and February 16, 2019.  I understand that EVO sessions are free of advertising and no commercial sponsorship is allowed. Finally, I understand that EVO sessions are free and open to all, and that no academic credit may be given for participation.

 

I agree. Dr. Carmen Medina Garríguez

I agree. Dr. Roslyn JF Billy

I agree. Dr. Lana Hiasat

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