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CURSO : LANGUAGE & CULTURE III (CPC)
TRADUCCION : LENGUA Y CULTURA III (CPC)
SIGLA : EIN1004
CREDITOS : 10
MODULOS : 2
CARACTER : MINIMO
TIPO : TALLER
CALIFICACION : ESTANDAR
DISCIPLINA : LENGUA Y CULTURA
PALABRAS CLAVE : LANGUAGE, CULTURE, CULTURAL MANIFESTATIONS
CARRERA : PEDAGOGIA EN INGLES PARA LA EDUCACION BASICA Y MEDIA

II. DESCRIPTION

This course attempts to widen students? communicative competence in English at an advanced level. It provides opportunities for reconceptualizing the linguistic knowledge acquired in previous courses into English for Teaching, developing specific language skills teachers need for teaching. Additionally, the course focuses on exploring traditional cultural manifestations in English speaking communities, such as literature, drama, music, television and films, with a pedagogical purpose.

III. OBJECTIVES

1. To apply grammatical, phonological and lexical knowledge competently in the context of an effective pedagogical practice in the classroom, showing integrated development of communicative skills in English.

2. To analyse and evaluate the pedagogical possibilities of authentic cultural and artistic texts and materials in the development of communicative competence and cultural transference in the classroom, in order to deliver a meaningful learning experience to second language learners of different backgrounds and ages.

3. To adapt a variety of artistic and cultural media and modes in the practice of second-language teaching to children and teenagers, showing metalinguistic knowledge of the English language in order to make effective and confident pedagogical decisions.

4. To reflect on the ways the acquisition of a second language creates spaces for cultural exchange among students and teachers with different backgrounds, learning styles, degree of command of the language, through the sharing of experiences through language and the arts.

5. To reconceptualize the linguistic knowledge acquired as advanced users of EFL into ?English for Teaching? with the purpose of assessing and providing feedback to children and teenagers in school, developing professional knowledge for ELT.

IV. COMPETENCES

1. The student masters the English Language at an Advanced Level and is able to communicate fluently and precisely in order to provide learning opportunities for the integrated development of communicative skills in English. (Domina la lengua inglesa a nivel avanzado y se comunica de forma precisa y fluida, para ofrecer oportunidades de aprendizaje orientadas al desarrollo integrado de las habilidades comunicativas en ingles. (Subcompetencias 1.1,1.2,1.3,1.4,1.5)

2. 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.
(Subcompetencias 2.1, 2.2, 2.3, 2.4)

V. CONTENTS

1. Visual Arts and Aids
1.1. Vocabulary building through visual aids
1.2. The visual arts as input for Response and Creation
1.3. Benefits and Difficulties in the Classroom

2. Music
2.1. Music and Song as Listening Input
2.2. Music and Song as Output
2.3. Benefits and Difficulties in the Classroom

3. Film and Television
3.1. Context and register in Film and Television
3.2. Promoting discussion through Film
3.3. Benefits and Difficulties in the Classroom

4. Drama and Theatre
4.1. Dramatic text and dialogue
4.2. Role-playing
4.3. Engaging the body and the senses: Total Physical Response
4.4. Benefits and Difficulties in the Classroom

5. Providing oral and written feedback to students
5.1. Strategic choices about the frequency, method, and content of feedback and to communicate in ways that are understandable by students.

6. Enrichment Professional Development
6.1. Communication with other professionals/other teachers in order to plan teaching, discuss student needs, secure special services for students, and manage school policies.
6.2. Developing a teaching persona.

VI. METHODOLOGY

Lessons are designed to be student-centred: students apply concepts and theoretical knowledge through practical individual and group activities, in addition to discussions about the assigned readings and their relation to the course?s contents. Activities include:

- Class discussion of readings and contents
- Presentations and mini-lessons: students apply and analyse contents in order to open up a discussion with the whole class, who, in turn, provide feedback.
- Group problem-solving activities and role-playing: students apply the contents in different given and imagined settings in order to reflect on the difficulties and benefits of different materials and activities.

VI. EVALUATION

Assessment is based on the activities done in class, in which students are asked to apply contents and provide a reflection based on assigned readings and informed personal thoughts. All assessed activities consider use of English (Objective 1). Evaluative instances include:

- Written tests for the assessment of communicative skills in English and the knowledge of the course?s contents (Objective 1)
- Individual Portfolio: collection of responses, reflections and application/creative exercises. The student here is expected to provide expanded reflection on the individual and group activities done in class (Objectives 2 and 4)
- Group mini-lesson and presentation: students apply and analyse contents in order to open up a discussion with the whole class, who, in turn, provide feedback. (Objectives 3 and 5)


VII. BIBLIOGRAPHY

Minimum

Alvarez, G. (2006). Un enfoque discursivo/textual para la ense?anza de idiomas. Onomazein, 14, (2) 163-169.

Cartwright, A. (2000). Forty short plays: Plays and sketches for the classroom. Heinemann.

Christie, F. & Derewianka, B. (2008). School discourse. New York, NY: Continuum.

Freeman, D. et. Al. (2015) English-for-Teaching: rethinking teacher proficiency in the classroom. ELT J 69 (2): 129-139. DOI: https://doi.org/10.1093/elt/ccu074

Lavery, C. (2001). Language Assistant. The British Council.

Marin, M. (2009). El enfoque comunicacional para la ense?anza de la lengua. Linguistica y ense?anza de la
lengua, (pp. 17-43). Buenos Aires: Aique.

Nadera, B. (2015). ?Promoting student motivation in EFL classroom: Through extended music education?.
Social and Behavioral Sciences. 199 pp. 368-371.

Payrato, L. (2006). Discurso oral y multimodalidad: Aspectos introductorios. Oralia 9, 259-275.

Schleppegrell, M. (2004). The Language of Schooling. A Functional Linguistics Perspective. London:
Routledge.

Zhang, F., and Zhan, J. (2014). ?The knowledge base of non-native English-speaking teachers: Perspectives of
teachers and administrators?, in Language and Education, 28: 568-582


Complementary

Goldberg, M. (2012). Arts integration: Teaching subject matter through the arts in multicultural settings.
Pearson.
Johnston, C. (2010). Drama games. For those who like to say no. London: NHB.
Kiss, T.Z. & C. Weninger. (2017). ?Cultural learning in the EFL classroom: the role of visuals?. ELT Journal.
71(2) pp. 186-196.
Swale, J. (2009). Drama games. For classrooms and workshops. London: NHB.


PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE
FACULTAD DE EDUCACION / MARZO 2018