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CURSO: INTRODUCTION TO TEACHING ENGLISH (CPC)
TRADUCCION: INTRODUCCION A LA ENSE?ANZA DEL INGLES
SIGLA: EIN1001
CREDITOS: 10
MODULOS: 02
CARACTER: MINIMO
TIPO: CATEDRA
CALIFICACION: ESTANDAR
DISCIPLINA: APPLIED LINGUISTICS & EDUCATION
PALABRAS CLAVE: TEFL, ELT, ENGLISH LANGUAGE


I.DESCRIPTION

This course introduces student teachers to the profession of Teaching English as a Foreign Language (TEFL) as a starting point for the building of a professional identity. It focuses on the central aspects of linguistic and communicative elements of English as well as the teaching-learning process with an emphasis on the understanding of the roles of the teacher and the learner. Student teachers will explore the role of English as an international language in Chile and the diverse educational contexts in which English is taught and learned today, including technology mediated learning.


II.OBJECTIVES

1. To identify the linguistic and communicative elements of English needed for the teaching of the language in a range of educational settings.

2. To reflect on the roles teachers and learners perform in the context of Teaching English as a Foreign Language (TEFL) for the progressive building of a professional identity.

3. To demonstrate understanding of the different terminology used in the field of TEFL for the establishment of professional and academic links to national and international contexts.

4. To explain key issues about the global role of English within the digital context for the interaction with national and international contexts.


III.COMPETENCES

1. The student understands the structure and functioning of the English Language and its cultural expressions, in order to contextualize the developmental process of English communicative skills in the school context (Comprende la estructura y funcionamiento de la lengua inglesa y manifestaciones culturales asociadas, para contextualizar el proceso de desarrollo de habilidades comunicativas en ingles en el contexto escolar. Subcompetencia 2.2 Perfil de egreso Pedagogia en Ingles para Educacion Basica y Media)

2. The student researches, reflects and provides arguments about his/her own pedagogical practice and others? to improve the students? learning processes. (Indaga, reflexiona y argumenta sobre su propia practica pedagogica y la de otros para mejorar los procesos de aprendizaje de los estudiantes. Subcompetencia 11.4 Perfil de egreso Pedagogia en Ingles para Educacion Basica y Media)

3. The student is able to communicate appropriately and efficiently both in oral and written form in their relationship with the students and other members of the educational community so as to develop their teaching practice appropriately. (Se comunica adecuada y eficazmente de manera oral y escrita tanto en su relacion con los alumnos como con otros agentes de la comunidad educativa para desarrollar adecuadamente su labor docente. (Subcompetencia 12.2 Perfil de egreso Pedagogia en Ingles para Educacion Basica y Media)


IV.CONTENTS

1. The English language: Main characteristics

1.1 The Language system: lexicogrammatical, phonological, pragmatic and discourse levels.

1.2 Communicative Skills: Listening, speaking, reading and writing

1.3 Areas of study within English: Linguistics and Literature


2. The learning and teaching of English

2.1 Contexts in which English is learned and taught: English as a Foreign Language (EFL), English as a Second Language (ESL), English as an Additional Language (EAE), English for Specific Purposes (ESP), English for Academic Purposes (EAP), Primary and Secondary Education.

2.2 Learners? roles

2.3 Teacher?s roles: Being an English teacher in the Chilean context.


3. The field of English Language Teaching (ELT)

3.1 Terminology in ELT

3.2 National and international professional contexts and associations


4. English in the global world

4.1 English as an international language

4.2 Learning and teaching English and TEFL in digital environments.


V.METHODOLOGY

- The methodology of the course consists of guided reading for the analysis and productive discussion of articles about the English language, its components, terminology and teaching implications in different contexts. Likewise, for the representation of teaching practices, application workshops will take place to reflect on teaching performances through the viewing of classroom patterns on video. Finally, the student teacher has the opportunity to approach the learning and teaching of English using digital tools to foster interaction among peers and small groups.


VI.EVALUATION

- Objective 1 is assessed by means of periodical written quizzes in which the student teacher will explain the foundations of the English language and teaching-learning implications. In addition, the teacher will take part in an oral presentation expected to generate a productive discussion for the critical analysis of the documents.

- To address objective 2, the student teacher will engage in periodical application workshops that go from the narrative of a learning experience to the reflection of theoretical models and teaching practices.

- For objective 3, the student teacher will demonstrate understanding and apply concepts and terminology used in EFL in different contexts through a written test.

- Finally, for objective 4, the student teacher will have an oral presentation about EFL/ELT in digital environments.


VII.BIBLIOGRAPHY

Compulsory

Harmer, J. (2012). Essential Teacher Knowledge: Core Concepts in English Language Teaching. Harlow: Pearson Education Limited.

Mackay, R. (2014). A Basic Introduction to English Language Teaching. Oxford: OUP.

Manning, A. (2008). English for Language and Linguistics in Higher Education Studies. Reading: Garnet Publishing Ltd.

Johnson, K. (2017). An Introduction to Foreign Language Learning and Teaching. 3rd Ed. Oxon: Routledge.


Complementary

Harmer, J. (2015). The Practice of English Language Teaching. 5th Ed. Harlow: Pearson Education Limited.

Hedge, T. (2011). Teaching and Learning in the Language Classroom. Oxford: OUP.

McKay, S. (2002). Teaching English as an International Language. Oxford: OUP.

Parrot, M. (2010). Grammar for English Language Teachers. 2nd Ed. Cambridge: CUP.

Richards, JC. (2015). Key Issues in Language Teaching. Cambridge: CUP.


PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE
FACULTAD DE EDUCACION / NOVIEMBRE 2017