Courses for English Medium Instruction Teachers
English Medium Instruction, EMI is a module built on CLIL and STEM education in primary and secondary, teaching Science and Maths in English. CLIL stands for Content and Language Integrated Learning and refers to teaching subjects such as science, history and geography to students through a foreign language. STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach.
Through this course, participants – primary EMI Science teachers –will become more aware of ‘modern’ approaches to CLIL teaching. The course provides the participants with tools and techniques supporting both the language and the subject learning in primary school.
The course intends to give insights into basic rationale and rules of integrating primary school content and language. It focuses on specific attention to subject-specific vocabulary and how to work with it in the classroom to help students boost their subject knowledge. The course also addresses classroom management issues, teacher language, specifically in asking questions, eliciting students’ knowledge and giving clear instructions and explanations.
The course is primarily designed for teachers who have successfully completed the introduction course. It is based on project-like sessions when participants make primary lesson plans for the year in groups, present their ideas and deliver small sections of their plans.
Throughout the course, there will be a progression from trainer-led tasks to project-like sessions, where participants present their ideas and deliver small sections of their plans. In addition, there will be a move from whole group sessions to working in groups based on school subjects and later even these will be broken up into pairs/threes to allow participants to work with primary course books, which are relevant for them.
Through this course, participants – secondary EMI Science teachers –will become more aware of ‘modern’ approaches to CLIL teaching. The course provides the participants with tools and techniques supporting both the language and the subject learning in secondary school.
The course intends to give insights into basic rationale and rules of integrating secondary school content and language. It focuses on specific attention to subject-specific vocabulary and how to work with it in the classroom to help students boost their subject knowledge. The course also addresses classroom management issues, teacher language, specifically in asking questions, eliciting students’ knowledge and giving clear instructions and explanations.
The course is primarily designed for teachers who have successfully completed the introduction course. It is based on project-like sessions when participants make secondary lesson plans for the year in groups, present their ideas and deliver small sections of their plans.
Throughout the course, there will be a progression from trainer-led tasks to project-like sessions, where participants present their ideas and deliver small sections of their plans. In addition, there will be a move from whole group sessions to working in groups based on school subjects and later even these will be broken up into pairs/threes to allow participants to work with secondary course books, which are relevant for them.
During this training, the participants will be discussing how to motivate students to actively engage in both Mathematics and English. They will learn a variety of ways to implement language activities in a primary Maths lesson.
In addition, the participants will discover the language challenges a primary student might face during a Maths lesson. The sessions also focus on the challenges that primary maths teachers face and allow the participants to apply the activities themselves to experience what students go through.
In order to investigate issues to be taken into account in promoting the use of CLIL methodology as far as mathematics is concerned, the course presents analytical models suitable for the different ways the L2 is used in Maths teaching.
As to mathematics being taught using CLIL methodology, the course is focused on a linguistic approach, which is exploited to analyse different types of discourse emerging in Maths classroom, where students need specific vocabulary to talk about and do maths.
This course aims to provide the participants with practical information on how to motivate students and actively engage them in both Mathematics and English. Participants will learn a variety of ways to implement language activities in a secondary Mathematics lesson.
Over and above, Maths teachers attending this training will discover the language challenges a secondary student might face during a Mathematics lesson. The sessions also focus on the challenges that secondary mathematics teachers face and allow the participants to apply the activities themselves to experience what students go through.
A frequently mentioned advantage of teaching Maths in English is that it is based on a theory of practice, with an intrinsic flexibility and heterogeneity. Nonetheless, there is often confusion regarding the factors of success and failure among teachers applying the approach, which often leads them to misapply CLIL.
On the latest trends in mathematics education, this course will deepen the participants understanding of mastery, rich tasks, and teaching to the top. Drawing on practical experience, this course presents CLIL’s unique and defining factors and presents guidelines for Maths teachers who wish to apply it.