InterdisciplinaryEnglishWorkshops:AnInnova8ve

ProgramforUniversityStudents.

UniversidaddeGuanajuatoDra.LuzMaríaMuñozdeCote

MTESOLLuisAlbertoGonzálezGarcía.

Context

TheUniversityofGuanajuatohasmainlyofferedEnglishforGeneralPurposes(EGP)programs.Lastyear,forthefirst8me,analterna8velearningprogramwasproposed..

Thereasonsforhavinganalterna8velearningprogram

•  Basedontheideathattradi8onalteachingmethods‘tendtoseparatelanguagedevelopmentfromgeneralcogni8vedevelopment’(Lyster,2007,p1,referringtoSnow,MetandGenesee,1989),westartedresearchingdifferentlearningandteachingapproachesthatwouldhelpustoreducetheschismbetweenlanguagedevelopmentandgeneralcogni8vedevelopment.

TheideaofourlearningModel

•  WecreatedalearningmodelbasedonVygotsky’sviewsoflearning.Theseemphasizetheimportanceofcultureandthesocialcontextinthelearningprocess.

•  Ourproposalpar8allycoincideswithapproachesusedinContentandLanguageIntegratedLearning(CLIL)inEurope.

•  .

TheModel

•  AnimportantareaofagreementbetweenourproposalandCLILreferstothecogni8vedimensionof“usingthelanguagetolearn”(Barberoetal.,2009).Thismayenhancethelevelofengagementwiththelanguageasstudentsdeveloplinguis8cknowledge:func8ons,structures,vocabularyandtheuseofsocialandculturalconven8onsofgeneralEnglishaswellastheunderstandinganddevelopmentofdisciplinarydiscourses.

HagacliceneliconoparaagregarunaimagenSamplesofWri8ngintheESPprogram

Hagacliceneliconoparaagregarunaimagen

SamplesofWr8ngintheWorshops

TheRoles

•  TheTeacherbecomesacompanion,afacilitator,aguideandacounselorduringthelearningprocess.

•  Ontheotherhandstudentsbecomelearners,andtherefore,theybecomeresponsibleoftheirownlearningprocess.

*Theserolesproblema8zetradi8onalclassroomroles.

TheResearch

•  Theobjec8veofthisresearchwastounderstandtheexperiencethatteachersanduniversitystudents,whohaveworkedunderatradi8onalteachercenterededuca8onalmodel,wentthroughwhilefacingourlearningmodelproposal.

TheFindings

•  Students’changeofiden8ty.•  Anincreasedstudents’levelofengagementwiththelanguage.

•  Teacher’schangeofiden8ty.

Student’sChangeofIden8ty

•  Studentshadtochangetheiriden8ty.Fromrecipientsofknowledgetopeopleinchargeoftheirownlearning.

•  Frombeingteacher‐dependenttobecomingcri8calthinkers.

Fortheclass

FortheWorkshops

  Pulseparaeditarlosformatosdeltextodelesquema

  Segundoniveldelesquema

-  Tercerniveldelesquema

  Cuartoniveldelesquema- Quintoniveldelesquema-  Sextoniveldelesquema-  Sép8moniveldelesquema- Octavoniveldelesquema

•  NovenoniveldelesquemaHagaclicparamodificareles8lodetextodelpatrón–  Segundonivel

•  Tercernivel–  Cuartonivel

»  Quintonivel

  Pulseparaeditarlosformatosdeltextodelesquema

  Segundoniveldelesquema

-  Tercerniveldelesquema

  Cuartoniveldelesquema- Quintoniveldelesquema-  Sextoniveldelesquema-  Sép;moniveldelesquema- Octavoniveldelesquema

NovenoniveldelesquemaHagaclicparamodificareles;lodetextodelpatrón

  Pulseparaeditarlosformatosdeltextodelesquema

  Segundoniveldelesquema

-  Tercerniveldelesquema

  Cuartoniveldelesquema- Quintoniveldelesquema-  Sextoniveldelesquema-  Sép8moniveldelesquema- Octavoniveldelesquema

•  NovenoniveldelesquemaHagaclicparamodificareles8lodetextodelpatrón–  Segundonivel

•  Tercernivel–  Cuartonivel

»  Quintonivel

Studentsmodifiedtheirajtudesandwaysofworkingastheyunderstoodwhattheworkshopsdemandfrom

them.•  Before•  “TodayIfeltalikleweirdbecauseIwasnotusedtomyEnglishclasswasinEnglish”.[sic]

•  “TodayinmyenglishclassIfoll[felt]badbecausethenewformofworkisconfusedforme”[sic]

•  Aner•  “Welearnedalothowtospeaktopeopleinenglishbecauseattheveryfirstclassnobodywantstotalkandtheclassmatesashamedofhowtheysound.”[sic]

•  “InthisclassIfeltachangeinmyajtude,Ino8cedthatifItrytosaythingsininglishisveryeasyforme,myclassmatesandmehavedecidedtospeakonlyinglishandIlike.”[sic]

AnincreasedStudents’levelofengagementwiththelanguage.

•  Students’viewoflanguagechanges:frombeingasetoflinguis8crulestoameanstoconstructasocialiden8ty.

“Thetoppicsareinteres8ngandusefullforourcarrierwhenweworkalltheEnglishwelearnuseforcommunicatedwithallthatparnersypersonal.”[sic]

Teachers’ChangeofIden8ty

•  Themodelchallengesthepowerposi8onofateacher.

•  Theassump8onthattheteacheristhesourceofknowledgebecomesproblema8c.

•  Themodelchallengesteachers'educa8onalbackground.

SomeoftheTeachers’Quotes

•  “IbelieveI’mnotdoingmyjob”•  “Ifeltthatstudentsthoughtmyjobwastobesijnginachair”

TheFuture

•  Thereisaneedtocon8nuewithteachers’developmentworkshops.

•  There’saneedtolinkwithotherdisciplinaryareastodevelopcollabora8vework.

•  Startanewresearchproject,focusingonstudents'languagedevelopment.

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