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In times of globalisation, more and more lecturers with other first languages than English have to – or would like to – give lectures, seminars, and presentations in English. This book discusses issues that need attention when individuals and institutions switch to English-medium teaching in higher education, and it provides the tools to put insight into practice right away. With its combination of reflexive and hands-on approaches, the book equips and encourages readers for the adventure of English-medium teaching from which teaching staff, students, and institutions will profit.
In times of globalisation, more and more lecturers with other first languages than English have to – or would like to – give lectures, seminars, and presentations in English. This book discusses issues that need attention when individuals and institutions switch to English-medium teaching in higher education, and it provides the tools to put insight into practice right away. With its combination of reflexive and hands-on approaches, the book equips and encourages readers for the adventure of English-medium teaching from which teaching staff, students, and institutions will profit.
Contents 5 How to use this book 7 1 Introduction: What this book wants and is – and what it is not 9 2 Making it work: What is needed to succeed in Englishmedium teaching 15 2.1 Subject matter knowledge 17 2.2 General English language skills 22 2.3 Didactics / educational skills 27 2.4 Academic language 35 2.5 Tying it all together 41 3 Teaching in English in academia: the bigger picture 43 3.1 Challenges and opportunities: mapping experiences 43 3.1.1 Pains and gains for teaching staff 44 3.1.2 Pains and gains: the students’ side (as perceived by their teachers 47 3.1.3 Pains and gains for academic institutions 50 3.2 Challenges and opportunities: taking inventory 53 3.2.1 The teachers’ side: individual challenges and issues 54 3.2.2 Integrating the teaching of content, language, and academic skills 56 3.2.3 The students 57 3.2.4 Cultural and diversity issues 59 3.2.5 Human resource management 60 3.2.6 Institutional policy 61 3.2.7 Higher-education policies and legal matters 63 4 Teaching in plain English: Keep it simple 67 5 Tips and resources for your own English-medium teaching adventure 81 5.1 Activating students 81 5.1.1 Lowering the threshold to speak in class 81 5.1.2 Stimulating academic competences 83 5.1.3 Giving students the freedom not to speak 88 5.2 Using writing to facilitate English-medium teaching 91 5.2.1 Using writing in and around the classroom 92 5.2.2 Using writing in office hours 97 5.3 Online glossaries of teaching and education terms 97 6 Useful words and phrases 101 6.1 Vocabulary to align teaching, assigning, and assessing 101 6.2 Phrases for classroom management 104 6.3 Oral exams: basic considerations and useful phrases 114 6.3.1 Setting the scene 114 6.3.2 Facilitating examination 115 6.3.3 Wrapping up 121 7 Concluding remark 123 8 Acknowledgments 125
Contents 5 How to use this book 7 1 Introduction: What this book wants and is – and what it is not 9 2 Making it work: What is needed to succeed in Englishmedium teaching 15 2.1 Subject matter knowledge 17 2.2 General English language skills 22 2.3 Didactics / educational skills 27 2.4 Academic language 35 2.5 Tying it all together 41 3 Teaching in English in academia: the bigger picture 43 3.1 Challenges and opportunities: mapping experiences 43 3.1.1 Pains and gains for teaching staff 44 3.1.2 Pains and gains: the students’ side (as perceived by their teachers 47 3.1.3 Pains and gains for academic institutions 50 3.2 Challenges and opportunities: taking inventory 53 3.2.1 The teachers’ side: individual challenges and issues 54 3.2.2 Integrating the teaching of content, language, and academic skills 56 3.2.3 The students 57 3.2.4 Cultural and diversity issues 59 3.2.5 Human resource management 60 3.2.6 Institutional policy 61 3.2.7 Higher-education policies and legal matters 63 4 Teaching in plain English: Keep it simple 67 5 Tips and resources for your own English-medium teaching adventure 81 5.1 Activating students 81 5.1.1 Lowering the threshold to speak in class 81 5.1.2 Stimulating academic competences 83 5.1.3 Giving students the freedom not to speak 88 5.2 Using writing to facilitate English-medium teaching 91 5.2.1 Using writing in and around the classroom 92 5.2.2 Using writing in office hours 97 5.3 Online glossaries of teaching and education terms 97 6 Useful words and phrases 101 6.1 Vocabulary to align teaching, assigning, and assessing 101 6.2 Phrases for classroom management 104 6.3 Oral exams: basic considerations and useful phrases 114 6.3.1 Setting the scene 114 6.3.2 Facilitating examination 115 6.3.3 Wrapping up 121 7 Concluding remark 123 8 Acknowledgments 125
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