Unterschiede
Hier werden die Unterschiede zwischen zwei Versionen angezeigt.
| Beide Seiten der vorigen RevisionVorhergehende ÜberarbeitungNächste Überarbeitung | Vorhergehende Überarbeitung | ||
| english_medium_instruction [2012/01/05 15:00] – gd1006 | english_medium_instruction [2012/02/07 11:00] (aktuell) – gd1006 | ||
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| Zeile 1: | Zeile 1: | ||
| - | ****English Medium Instruction (EMI**) | + | **English Medium Instruction (EMI) |
| ** | ** | ||
| - | ****What is it? | ||
| - | **** | ||
| 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/ | ||
| Zeile 8: | Zeile 7: | ||
| The Sprachlehrinstitut (SLI) (link) has launched a program to address this growing field in Europe. In an effort to support academic staff entrusted with teaching and guiding international students in English, two native speakers (link to our uni-pages) with extensive backgrounds in language instruction as well as experience in multicultural settings will be providing numerous services to this target group. | The Sprachlehrinstitut (SLI) (link) has launched a program to address this growing field in Europe. In an effort to support academic staff entrusted with teaching and guiding international students in English, two native speakers (link to our uni-pages) with extensive backgrounds in language instruction as well as experience in multicultural settings will be providing numerous services to this target group. | ||
| - | ****Services offered | + | ******Services offered |
| - | **** | + | ****** |
| - | * **General | + | * **General courses** to clean up inconsistencies, |
| * **Specific courses** such as | * **Specific courses** such as | ||
| - | * Language and structuring tips for international settings (link) | + | * Language and structuring tips for international |
| * Audience management- fielding and responding to questions and fostering classroom discussion (link) | * Audience management- fielding and responding to questions and fostering classroom discussion (link) | ||
| * Vocal and oral pronunciation training (link) | * Vocal and oral pronunciation training (link) | ||
| - | * Retooling strategies for international classrooms (link) | ||
| * Intercultural aspects dealing with critical incidents (i.e., cultural expectations in academia) (link) | * Intercultural aspects dealing with critical incidents (i.e., cultural expectations in academia) (link) | ||
| * Departmental courses/ | * Departmental courses/ | ||
| * Presentation workshops for academic and research conferences (link) | * Presentation workshops for academic and research conferences (link) | ||
| * **Coaching sessions** individually tailored based upon initial evaluations (link) | * **Coaching sessions** individually tailored based upon initial evaluations (link) | ||
| - | * **Support services for writing:** Proofreading, | + | |
| - | + | ******The benefits | |
| - | ****The benefits | + | ****** |
| - | **** | + | |
| * Fine tune your target discourse | * Fine tune your target discourse | ||
| * Retool teaching strategies adapted to second language skills | * Retool teaching strategies adapted to second language skills | ||
| Zeile 31: | Zeile 28: | ||
| * Enhance language soft skills when engaging and guiding students in workshop like environments as well as outside the classroom | * Enhance language 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) | * Build communities of practice among colleagues (i.e., sharing best practices and experiences) | ||
| - | | + | |
| - | + | ******The next step | |
| - | ****The next step | + | ****** |
| - | **** | + | |
| If you are interested in our course offers, feel free to click on the links above and register for the class. Upon request, a classroom observation can also be arranged to allow the EMI facilitators to get a personal picture of the classroom dynamics as well as the lecturer' | If you are interested in our course offers, feel free to click on the links above and register for the class. Upon request, a classroom observation can also be arranged to allow the EMI facilitators to get a personal picture of the classroom dynamics as well as the lecturer' | ||
| Zeile 40: | Zeile 36: | ||
| If you are interested in accessing our coaching services, click on the link above to set up an initial meeting where needs and goals are determined before conceiving and scheduling sessions and discussing any additional options. | If you are interested in accessing our coaching services, click on the link above to set up an initial meeting where needs and goals are determined before conceiving and scheduling sessions and discussing any additional options. | ||
| - | For any enquiries | + | For any further |
| Gregg Dubow-- | Gregg Dubow-- | ||
| - | |||
| - | Joshua Lange-- joshua.lange@sli.uni-freiburg.de | ||
| We look forward to working together with you! | We look forward to working together with you! | ||
