English for Teachers and Lecturers 4100-IIIMJAwPNiW
The course aims to develop participants' knowledge of classroom interaction, communication, and classroom discourse. It pays particular attention to the importance of language as a key tool in the teacher's professional practice and the role of the first language (L1) in foreign language lessons. Furthermore, the course develops the ability to communicate effectively and efficiently in a foreign language for pedagogical purposes, moderate learner interaction, and select and adapt means of expression, discourse functions in teacher talk, and interaction patterns to suit pedagogical goals. Throughout the course, participants explore and implement the following methods and techniques of pedagogical communication: lecturing, explaining, formulating and issuing instructions, questioning, providing feedback, error correction, encouraging learner output, and strategies for increasing learners' communicative engagement. The course also emphasizes the correct and age-appropriate use of grammatical terminology and metalanguage. During the course, participants have the opportunity to self-evaluate their own teacher talk and identify key areas and strategies for developing language as a teaching tool.
Course coordinators
Learning outcomes
K_U06 to apply advanced knowledge of language structure and functioning in depth to identify language errors and enhance one's own language competence as well as that of learners in English and in the foreign language appropriate to the chosen second specialization.
K_U12 to communicate on specialized topics with diverse audiences in Polish, English, and in the language appropriate to the chosen second specialization.
K_U23 to use the assessment and feedback process to stimulate learners in their work towards self-development within the school subject of English and the school subject appropriate to the chosen second specialization at upper secondary level (Stage III of education).
K_K06 to responsibly fulfill the role of a teacher, including: enriching the achievements and upholding the ethos of the teaching profession, as well as observing and developing principles of professional ethics, and advocating for these principles based on respect for every human being.
Bibliography
Bibliography
- Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson Education.
- Gardner, B. (2013). Classroom English (1st ed.). Oxford University Press.
- Gower, R., Phillips, D., & Walters, S. (2005). Teaching practice: A handbook for teachers in training (2nd ed.). Macmillan.
- Harmer, J. (2007). How to teach English (2nd ed.). Pearson Longman.
- Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education.
- Hughes, G. (1988). A handbook of classroom English. Oxford University Press.
- Hughes, G., & Moate, J. (2007). Practical classroom English. Oxford University Press.
- Komorowska, H. (2005). Metodyka nauczania języków obcych. Fraszka Edukacyjna.
- Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education.
- Slattery, M., & Willis, J. (2001). English for primary teachers. Oxford University Press.
- Szpotowicz, M., & Szulc-Kurpaska, M. (2012). Teaching English to young learners. Wydawnictwo Naukowe PWN.
- Ur, P. (2021). A Course in English Language Teaching (3rd ed.). Cambridge University Press.
- Oraz wybrane artykuły, strony internetowe i materiały cyfrowe umieszczone na kursie na platformie Kampus.