InterdisciplinaryEnglishWorkshops:AnInnova8ve
ProgramforUniversityStudents.
UniversidaddeGuanajuatoDra.LuzMaríaMuñozdeCote
MTESOLLuisAlbertoGonzálezGarcía.
Context
TheUniversityofGuanajuatohasmainlyofferedEnglishforGeneralPurposes(EGP)programs.Lastyear,forthefirst8me,analterna8velearningprogramwasproposed..
Thereasonsforhavinganalterna8velearningprogram
• Basedontheideathattradi8onalteachingmethods‘tendtoseparatelanguagedevelopmentfromgeneralcogni8vedevelopment’(Lyster,2007,p1,referringtoSnow,MetandGenesee,1989),westartedresearchingdifferentlearningandteachingapproachesthatwouldhelpustoreducetheschismbetweenlanguagedevelopmentandgeneralcogni8vedevelopment.
TheideaofourlearningModel
• WecreatedalearningmodelbasedonVygotsky’sviewsoflearning.Theseemphasizetheimportanceofcultureandthesocialcontextinthelearningprocess.
• Ourproposalpar8allycoincideswithapproachesusedinContentandLanguageIntegratedLearning(CLIL)inEurope.
• .
TheModel
• AnimportantareaofagreementbetweenourproposalandCLILreferstothecogni8vedimensionof“usingthelanguagetolearn”(Barberoetal.,2009).Thismayenhancethelevelofengagementwiththelanguageasstudentsdeveloplinguis8cknowledge:func8ons,structures,vocabularyandtheuseofsocialandculturalconven8onsofgeneralEnglishaswellastheunderstandinganddevelopmentofdisciplinarydiscourses.
HagacliceneliconoparaagregarunaimagenSamplesofWri8ngintheESPprogram
Hagacliceneliconoparaagregarunaimagen
SamplesofWr8ngintheWorshops
TheRoles
• TheTeacherbecomesacompanion,afacilitator,aguideandacounselorduringthelearningprocess.
• Ontheotherhandstudentsbecomelearners,andtherefore,theybecomeresponsibleoftheirownlearningprocess.
*Theserolesproblema8zetradi8onalclassroomroles.
TheResearch
• Theobjec8veofthisresearchwastounderstandtheexperiencethatteachersanduniversitystudents,whohaveworkedunderatradi8onalteachercenterededuca8onalmodel,wentthroughwhilefacingourlearningmodelproposal.
TheFindings
• Students’changeofiden8ty.• Anincreasedstudents’levelofengagementwiththelanguage.
• Teacher’schangeofiden8ty.
Student’sChangeofIden8ty
• Studentshadtochangetheiriden8ty.Fromrecipientsofknowledgetopeopleinchargeoftheirownlearning.
• Frombeingteacher‐dependenttobecomingcri8calthinkers.
Fortheclass
FortheWorkshops
Pulseparaeditarlosformatosdeltextodelesquema
Segundoniveldelesquema
- Tercerniveldelesquema
Cuartoniveldelesquema- Quintoniveldelesquema- Sextoniveldelesquema- Sép8moniveldelesquema- Octavoniveldelesquema
• NovenoniveldelesquemaHagaclicparamodificareles8lodetextodelpatrón– Segundonivel
• Tercernivel– Cuartonivel
» Quintonivel
Pulseparaeditarlosformatosdeltextodelesquema
Segundoniveldelesquema
- Tercerniveldelesquema
Cuartoniveldelesquema- Quintoniveldelesquema- Sextoniveldelesquema- Sép;moniveldelesquema- Octavoniveldelesquema
NovenoniveldelesquemaHagaclicparamodificareles;lodetextodelpatrón
Pulseparaeditarlosformatosdeltextodelesquema
Segundoniveldelesquema
- Tercerniveldelesquema
Cuartoniveldelesquema- Quintoniveldelesquema- Sextoniveldelesquema- Sép8moniveldelesquema- Octavoniveldelesquema
• NovenoniveldelesquemaHagaclicparamodificareles8lodetextodelpatrón– Segundonivel
• Tercernivel– Cuartonivel
» Quintonivel
Studentsmodifiedtheirajtudesandwaysofworkingastheyunderstoodwhattheworkshopsdemandfrom
them.• Before• “TodayIfeltalikleweirdbecauseIwasnotusedtomyEnglishclasswasinEnglish”.[sic]
• “TodayinmyenglishclassIfoll[felt]badbecausethenewformofworkisconfusedforme”[sic]
• Aner• “Welearnedalothowtospeaktopeopleinenglishbecauseattheveryfirstclassnobodywantstotalkandtheclassmatesashamedofhowtheysound.”[sic]
• “InthisclassIfeltachangeinmyajtude,Ino8cedthatifItrytosaythingsininglishisveryeasyforme,myclassmatesandmehavedecidedtospeakonlyinglishandIlike.”[sic]
AnincreasedStudents’levelofengagementwiththelanguage.
• Students’viewoflanguagechanges:frombeingasetoflinguis8crulestoameanstoconstructasocialiden8ty.
“Thetoppicsareinteres8ngandusefullforourcarrierwhenweworkalltheEnglishwelearnuseforcommunicatedwithallthatparnersypersonal.”[sic]
Teachers’ChangeofIden8ty
• Themodelchallengesthepowerposi8onofateacher.
• Theassump8onthattheteacheristhesourceofknowledgebecomesproblema8c.
• Themodelchallengesteachers'educa8onalbackground.
SomeoftheTeachers’Quotes
• “IbelieveI’mnotdoingmyjob”• “Ifeltthatstudentsthoughtmyjobwastobesijnginachair”
TheFuture
• Thereisaneedtocon8nuewithteachers’developmentworkshops.
• There’saneedtolinkwithotherdisciplinaryareastodevelopcollabora8vework.
• Startanewresearchproject,focusingonstudents'languagedevelopment.
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