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DIAPOSITIVA 1
DIAPOSITIVA 2
DIAPOSITIVA 3
DIAPOSITIVA 4
Sharp mismatch between teachers’ perceptions, opinions, and beliefs and their performances.
Tension between their interest in improving language and communication skills and their refusal to become linguistic role models.
DIAPOSITIVA 5
◘ Population B1-C1, of which 13 individuals have earned diplomas (TOEFL, British Council, EOI, Cambridge examinations, etc.).
◘ Self-reported linguistic abilities on a Likert scale (1-5, being 5 the highest level of command).
◘ Higher competence in receptive skills and lower in productive ones.
LINGUISTIC SKILLLINGUISTIC SKILL MEAN SCOREMEAN SCORE
Reading comprehension 4.2
Oral comprehension 3.8
Written expression 3.7
Oral expression 3.1
DIAPOSITIVA 6
●Disparity of skills to the detriment of oral communication. Insecurity under ‘NATIVE SPEAKER FALLACY’ (Klaasen & Räsänen 2006)
Bias of students’ judgment of teacher’s pedagogical competence (Maum 2002)
●Enough class participation = 72.2% Unnecessary increase of participation = 44.4%
Reasons: Reasons: _ Senior undergraduates’ disinterest_ Junior undergraduates’ lack of background
DIAPOSITIVA 7
Figure 1. Usual class dynamics of UPM content teachers (self-reported)
DIAPOSITIVA 8
Paradox:
Habitual dynamics in 16 cases = Teacher-centred lecture
Little groupwork
Vague ‘autonomous learning’ in between
DIAPOSITIVA 9
Figure 2. Breakdown of ‘autonomous learning’ as usual class dynamics at UPM (self-reported)
DIAPOSITIVA 10
Gap: Guided visits, lab sessions and demos require leading roles from instructors.
Not all multimedia programs provide users with the same interactivity and leeway to choose paths and solve problems.
What is then the real participation?
DIAPOSITIVA 11
Figure 3. Habitual teacher control in content lectures at UPM
(self-reported)
61%61%
22%22%11%11%6%
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Fact: 6% of teachers rule their classes completely
60-80% of classes teacher-ruled in varying degrees over the egalitarian ratio 50-50%
Egalitarian ratios slightly over 20%
Teacher rule increases in theoretical or descriptive
subjects
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Figure 4. Habitual teaching practices of UPM content instructors
(self-reported)
DIAPOSITIVA 14
Deficits:
Mid-low incidence of summaries and emphasis or repetition of major points
Low hands-on class starts
Minimal class supervision by colleagues
DIAPOSITIVA 15
Figure 5. EMI difficulties as predicted by UPM teachers
DIAPOSITIVA 16
Deficits: Primary concerns:
BICSMetadiscoursePronunciationCALP
Secondary concerns:Aural comprehension (teachers’)Writing repertoires for virtual interactions
Disciplinary lexis negligible (1novice teacher)
DIAPOSITIVA 17
Deficits: Lack of awareness of (unmentioned):
Collaboration with colleaguesClass dynamics / methodologyMaterials Evaluation (in a FL!)
No explicit connections between methodology and
Class pace slowdownStudents’ low proficiency in the LF and
mixed abilities
DIAPOSITIVA 18
Deficit of multicultural adjustments: Slower speech rate
Marking of coherence & cohesionMitigation of intercultural
distanceLack of awareness of
(unmentioned): QuestionsElicitations
Direct appeals Figurative language
(Chaudron 1988, Crawford-Camiciottoli 2005 and 2007, Giménez Moreno 2008, Miller 2002, Tauroza & Allison 1990)
DIAPOSITIVA 19
Figure 6. Use of learning boosters
DIAPOSITIVA 20
Deficits & Gaps:
No web-based teaching despite the predominance of visual styles (9/10 informants)
No storytellers nor real verbalizers
Small impact of operational input (demos)
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INERTIAINERTIA Low-risk genre choice = Safe genre
Teacher-centred lecture + PowerPoint presentation IMPLICATIONSIMPLICATIONS
Mere update of chalk-and-talk with slideshows > Expositive than interactive
No negotiation of expert roles
Little BICSLittle BICS
DIAPOSITIVA 22
Figure 7. Lectures with embedded genres
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Deficits & Gaps:
No discussions, case studies, stories
Conversations only in introductions + final round of questions + spontaneous interruptions to ask or comment
Teacher’s solo problem-solving disguised as ‘joint venture’ with inclusive ‘we’
DIAPOSITIVA 24
Figure 8. Recourse to key metadiscourse and CALP
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Deficits: Limited, poor repertoire
Very poor stage-labelling + classification & composition + problem solving (tandem problem/solution)
Wider endophoric (even through laser pointer)+ exemplification + enumeration + relevance repertoires (even through parallelism & emphasis)
Barrier: Metadiscursive idiolects! (e.g. ‘then’ as sequencer + inferential + ‘for example’ as discourse filler!+ ‘so’ inferential, topic-shifter and discourse filler + ‘this’ with far-away antecedent)
DIAPOSITIVA 26
Deficits: Limited, poor repertoire
Very poor stage-labelling + classification & composition + problem solving (tandem problem/solution)
Wider endophoric (even through laser pointer)+ exemplification + enumeration + relevance repertoires (even through parallelism & emphasis)
Barrier: Metadiscursive idiolects! (e.g. ‘then’ as sequencer + inferential + ‘for example’ as discourse filler!+ ‘so’ inferential, topic-shifter and discourse filler + ‘this’ with far-away antecedent)
DIAPOSITIVA 27
Analysis of UPM teachers’ Analysis of UPM teachers’ performancesperformances
Structurally complete + ‘move-aware’ Structurally complete + ‘move-aware’
Introductions Session outline with points to be touched
In specific outline slide (8)Reading or paraphrasing them while showing (6)Jotting down points on black/whiteboard (1)Just mentioning points (1)
No brainstorming, elicitation, citations, quotes 80% deductive (2 inductive with comic strips)
Most 1st-person (I am going to talk about…/ We present…) (8) Blend impersonal + ‘you’ (2)
(‘The main objective of this class is that you understand…’)
DIAPOSITIVA 28
Recapitulations Both progressive + as closure (6 cases)
‘We have’ as existential structureSummaries with ‘We have seen…’
Closures Some formulaic closures abrupt
‘And that’s all !’‘There is no time for more’
Content deliveries
Blended: Blended: Chronological + cause-effect + descriptive + occasional problem-solving
DIAPOSITIVA 29
Analysis of UPM teachers’ performancesAnalysis of UPM teachers’ performancesScarce engagement metadiscourse Scarce engagement metadiscourse
Questions All types:
_ Rhetorical (4)_ Referential (6)_ Comprehension checks (4)
Asides Only 2 lectures to pursue complicity / rapport through humour rather than clarification
Directives Covert in endophorics leading to visuals Only 4 overt (3 cognitive + 1 physical for realia)
Shared knowledge markers Both subtle (e.g. projected on comic strips) or explicit (e.g. ‘Probably you have heard’)
Audience pronouns ‘You’ = endophorics, hypotheses, procedures ‘We’ = summaries, hypotheses, common perceptions and conditions, true joint tasks
DIAPOSITIVA 30