ENGLISH FOR ACADEMIC TEACHING PURPOSES
Monday & Thursday 6:00-7:30 p.m. Group A Ülikooli 17-321
Monday & Thursday 4:15-5:45 p.m. Group B Ülikooli 17-321
Instructor: ee.tu|relhu#relhU refinneJ
Phone: 737-6210
Course Website: eatp.jennu.net
Office: Õppeosakond (Ktri 2) Room 223
Office hours: Thursday 10 am - 12 pm or by appointment
Course Description
The primary goal of this language course is to provide university teaching staff with numerous opportunities to develop effective communication skills in English in academic settings. During the next semester, you will work on listening and speaking skills and become more fluent and accurate in formal English, especially in terms of your ability to deliver English lectures within the context of the University of Tartu. Through interactive tasks, observation assignments, topic-specific readings, and individual and group projects, you will develop an awareness of international student issues and academic discourse that will prove essential toward building confidence in spoken academic English. In addition, you will meet the instructor and peer for a classroom visit, including pre- and post-observational conferences. Individual consultations will be included as a form of instructional support as well as part of the process of developing long-term self-improvement study plans for continued learning. We will primarily explore the appropriate use of English as it exists within the academic community; class time will be spent examining authentic language in context, particularly as it applies to participants’ experiences as English-speaking lecturers in the Estonian academic community.
Learning Outcomes
Upon successful completion of this course, you will
- demonstrate increased confidence communicating in English, especially in academic settings;
- exhibit an awareness of systematic patterns of spoken academic and social English;
- identify gaps and “trouble spots” in your own English in the areas of pronunciation, oral interaction, and listening comprehension;
- illustrate increased fluency and accuracy in oral/aural English;
- apply new vocabulary knowledge and skills to your academic discourse and independent language study;
- develop pro-active habits of self-study beyond the parameters of our course; and
- increase your awareness and understanding of other international university campus cultures and international student expectations.
Classroom Activities
The content for this course will be explored within the context of the International academic community. You will participate in daily communicative tasks, including structured listening and response activities, small and large group discussions, interviews, lectures, observations, and presentations. The course materials will be developed from your own personal experiences and needs, UT courses, audio and video clips of academic lectures and English-media news broadcasts, interaction with native speakers, and topic-specific readings. Activities and major assignments will be designed in conjunction with your academic areas of interest as much as possible.
Course Assignments
Classroom Policies
Attendance: Regular attendance is essential to successfully completing EATP. If you are habitually absent from or late to class without a legitimate excuse, this will be reflected in your final evaluation to an appropriate degree.
Participation: Active participation is highly encouraged. Questions, opinions, and ideas are welcomed and encouraged, and the respect and support of your peers in classroom discourse is expected.
Course Website: We will actively use a course website located at jennu.net to communicate about and submit course assignments. Please mark the course website in your browser so you can monitor our class pages frequently.
Assessment
Active class participation and completion of all assignments is an integral part of successful completion of this course. Please avoid missing classes; the presence and participation of all class members enhances and ensures the best possible learning experience for all of us. If you know you are going to be absent from a class, please let me know ahead of time. Overall course evaluation will be based on the following:
- Successful completion of assignments
- Participant Led Academic Discussion
- Observation invitation and exchange
- Demonstrated progress in accuracy and fluency
- Active class participation and thorough class preparation
Participants who fully participate by preparing the required materials for class and attending 75% course hours will receive a certificate of completion recognizing your time and the types of activities covered.
Course Outline
Reading Packet
| date | reading |
|---|---|
| 2/19 | Biggs, J. (1999). Changing university teaching |
| 2/22 | Biggs, J. (1999). Good teaching: Principles and Practices. |
| 2/27 | UNC Chapel Hill. (1997). Your diversity, the academic culture, and teaching and learning styles. |
| 3/1 | Brown, M., Fry, H., & Marshall, S. (2005). Reflective Practice. |
| 3/5 | Exley, K., & Dennik, R. (2004). Why lecture? |
| 3/12 | Brown, G., & Atkins, M. (2002). The skills of lecturing. |
| 3/22 | Exley, K., & Dennik, R. (2004). Active learning in interactive lectures. |
| 3/26 | Exley, K., & Dennik, R. (2004). Evaluating lecturing. |
| 3/29 | Fullerton, H. (2005). Observation of teaching. |
| 4/1 | Exley, K., & Dennik, R. (2004). Handouts. |
| 4/12 | Brown, G., & Atkins, M. (2002). Effective laboratory teaching. |
| 4/16 | Brown, G., & Atkins, M. (2002). Effective research and project supervision. |
| 4/30 | Gosling, D. (2005). Supporting student learning. |
References
Biggs, J. A. (1999). Teaching for quality learning at university: What the student does. Philadelphia: Society for Research into Higher Education & Open University Press.
Brown, G., & Atkins, M. (2002). Effective teaching in higher education. London: Routledge.
Brown, M., Fry, H., & Marshall, S. (2005). A handbook for teaching and learning in higher education: Enhancing academic practice. London: Routledge.
Exley, K., & Dennik, R. (2004). Giving a lecture: From presenting to teaching. London: Routledge.
Fullerton, H. (2005). Observation of Teaching. In M. Brown, H. Fry, & S. Marshall, A handbook for teaching and learning in higher education, (pp. 226 - 241). London: Routledge.
Gosling, D. (2005). Supporting student learning. In M. Brown, H. Fry, & S. Marshall, A handbook for teaching and learning in higher education: Enhancing academic practice, (pp. 162-181). London: Routledge.
