EMI

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Chapter 4
Collaboration Between
ESP and EMI Teachers
Mei-Ling Tsai, PhD
Department of Physiology
Medical School
National Cheng Kung University, Tainan, Taiwan
Global Competence
Professional
Intercultural
English
-L1
-L2
-EFL
International Programs in EFL with
English-medium Instruction (EMI)
Advanced Academic English Skills
in a Specific Discipline?
Co-teaching how to write effectively must
INTEGRATE and CREATE new values
Structure
Critical Thinking
EMI/ESP
integration
Content
Discipline Expertise
EMI teachers
WRITING
SPEAKING
Language
ESL Expertise
ESP teachers
Innovative practice to harmonize the best practice
between ESP and EMI teachers
Year of Study
Freshman
Work intensity of
Discipline-specific
Knowledge
Low
Work intensity
of English
skills training
High
EAP
Co-teach
Innovative
ESP
Senior
in Undergraduate
or
Graduate Programs
Traditional
Non-EMI
EMI courses
High
Low
Global Competence
Innovative ESP for Adult Learning
Co-teaching and small-group
learning via interactive
Team Work
Three must-ask questions
for team teachers
in innovative ESP courses
What to teach?
Who to teach?
How to teach?
What to teach?
Critical Thinking
Effective Learning Skills
Content
WRITING
SPEAKING
Language
Effective learning skills with critical thinkingfor adults
Who to teach?
Passion
with self-actualization
Content
Discipline Expertise
EMI teachers
WRITING
SPEAKING
Language
ESL Expertise
ESP teachers
An internal need of self-actualization for
self-improvement
How to teach?
Instructional Pedagogy
for meaningful learning
Content
Discipline Expertise
EMI teachers
WRITING
SPEAKING
Language
ESL Expertise
ESP teachers
Meaningful Learning
Task-based learning
Problem-Based Learning
Case-Based Learning (ML Tsai)
Paper-Based Learning (Paul Saunders)
Reflections
Knowledge
Prior knowledge
Skills
Small group
Prior knowledge
via discussion
Task-based
+
learning
With a short
abstract
Problem-Based +
Learning
no lectures
Case-Based
+
Learning
align with
lectures
Paper-Based
+
Skills/Knowledge
reconstruction
Skills
Knowledge
Skills and
knowledge
More skills and
Case-based Learning in EMI courses
Case Study-Part 1
Mr. Tang, a 25-year-old salesman comes to our hospital
because his armpit temperature increases slightly to about 38
C mostly everyday between the afternoon and the early
evening. In the interview, he said that he is not married and
has a bisexual preference.
Physical examinations show clear consciousness and that the
patient is slightly under-weight. Blood pressure is normal.
Heart rate, respiration rate, and armpit temperature is higher
than normal. Small white patches and ulcers appear on the
mucosa in the oral cavity. Multiple lymph nodules on the neck
with non-painful responses to palpation are found. Chest Xray shows interstitial infiltrations in the upper lung.
Time MeetProcess
Teacher in
ing
charge
Wk 1 1
Step 1: Vocabulary/Definition in Part 1 of the case.
ESP
Step 2: Key Information/Relevance in Part 1 of the case.
EMI
Step 3: Grouping key information and explaining the causal effect
between two key sources of information.
Step 4: Hypotheses for the major problem the patient raised in the case
(possible mechanisms).
Step 5: Identification of supporting data or evidence in this case to
support the hypothesis proposed in Step 4.
Step 6: Negotiating and determining learning objectives for each
individual.
Step 7: Submission of learning objectives.
2
1. EMI lecture 1- related to Part 1 in the case.
EMI
ESP
2. Introduction of oral presentation.
3. Self-study on the learning objectives.
Wk 2 1
1. Give an oral report on the learning issues based on Part 1.
EMI
2. Repeat the process from Step 1 to 7 on Part 2 in the case.
ESP
2
1. EMI lecture 2- related to Part 2 in the case.
EMI
2. Orientation of writing assignment.
ESP
Wk 3 1
Give an integrated oral report and submit a writing report based on
EMI
Parts 1 and 2.
ESP
2
Reflection/Wrap-up on both knowledge and language.
EMI /ESP
Innovative ESP
Team-teaching and
small-group discussion
in situated learning environment
to improve
critical thinking and meaningful learning
in ESP
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