KHMechelen ects

Hoofdpagina | Opleidingsoverschrijdende opleidingsonderdelen

Communicative Skills as a European teacher

Docenten

• Kelly Niomi

Onderwijsvorm

• Groepswerk
• Hoorcollege

Begincompetentie

Key Competences acquired in Communicative Skills 3 or similar courses (basic insight in teacher pedagogy, communicatieve skills in a school context and higher education writing skills).

Eindcompetentie

Key Competence 1: The teacher as coach of learning and self-development processes.
1.4 Structure course contents and translate it into assignments
1.6 Select and adapt course materials as a member of a team
- Students improve their language in a school-setting and differentiate their use of language according to the situation in a classroom (Language of instruction).

Key Competence 2: The teacher as an educator
2.2 To improve emancipation of the pupils by taking into account the own personality of each pupil
2.3 To prepare learning pupils and adults for individual self-development and participation in society by strengthening this attitudes here for needed
- The students are aware of the most common problems in Intercultural Education and are able to deal with it is a classroom-context

Language competences:
The students are able to express themselves using a classroom-register in a fluent way, both orally as in written texts.

Aim 1: conduct conversations with pupils
1.1 The student is able to analyze his own language-expressions and adapt this to the aim and course of the conversation
1.2 The student is able to maintain a good conversation, according to the subject and the contents of the conversation and adjust to the language level of the pupils

Aim 2: To assess a text and make it accessible for pupils
2.1 The student is able to assess several types of texts according to the aim and according to the pupils, the usability in a classroom, and its cultural impact.
2.2 The student is able to adapt and make accessible texts for his pupils by modifying and rewriting the texts

Aim 3: To assign tasks orally
3.2 The student is able to formulate the assignment clearly, adapted to the register and terminology of the pupils, and in such a way that the pupils are positively challenged to participate actively.
3.3 The student is able to see and verify whether the pupils have understood the assignments and if necessary he can rephrase the assignment in a more comprehensible way.

Aim 4: To formulate questions and assignments in writing
4.1 The student is able to analyze which specific questions and assignments need to be expressed and how these need to be formulated in order to achieve his aims.
4.2 The student is able to put into words questions and assignments in a correct and comprehensible way, according to his aim and the level of understanding and reading level of his pupils.

Aim 9: Conduct conversations
9.2 The student is able to conduct affective conversations and takes into account the type of conversation, the aim of the conversation and the partner of the conversation.

Aim 11: Writing
11.1 The student is able to analyze the contents and the lay-out of his message according to the type of text, the aim of the text and the reader.
11.2 The student can write comprehensible and correct texts tailored to the genre of the text, the proposed aim and the readers.
11.3 The student is able to evaluate his own texts during and after writing them on adequacy and literacy and on the effect the text may cause on the reader. If necessary, the student can adjust his texts.

Aim 12: Reading
12.1 The student is able to recognize several types of texts, he is able to do research using various sources and he has the skills to judge his found texts critically on their usefulness and usability.
12.2 The student is able to select and comprehend relevant texts and documents for his functioning at all school levels and for his own ongoing professionalization (Lifelong Learning).

Inhoud

1) Intercultural communication in the classroom, at school and in our present-day society
The chapter Intercultural Communication explores language as the basic “tool” for communication. Students will begin by considering what is meant by the concepts “culture” and “communication” as a way of understanding what is meant by the inter in intercultural communication. We will compare ‘multi-culturality’ with ‘inter-culturality’. Theoretical frameworks will be dealt with (E.T. Hall, Geert Hofstede, David Pinto and Hoffman and Arts) Students will examine case studies through core readings and analyze a novel to demonstrate command of the dealt with concepts and frameworks.

2) Instruction language
- differences in language register language spoken at home and language in a school context
- screening and adapting own class material
This chapter is concerned with language as it is used by the teacher, as it affects the learner, and as it can function to integrate the curriculum. We will discuss the student-teacher language interaction and analyze the importance upon student learning of the languages used by the classroom teacher. Specific topics examined are the kinds of questions put forth by the teacher, the participation asked of the pupils, the language used in instruction, the language used in social control, and the relationship of language to other activities and media. We will demonstrate how learning takes place during the act of conversation (abstracts from “Dertien doelen in een dozijn“, where necessary translated into English). Aim is to help teachers of all subjects clarify their roles in encouraging children to become confident users of language in reading, writing, and talking.

Doelen

Key Competence 1: The teacher as coach of learning and self-development processes.
Key Competence 2: The teacher as an educator.

Instapbegeleiding

These lectures will be held in English. However, every student has the right to be examined in Dutch. Please note that papers and assignments will be handed in in English. Marking will be done on the basis of the contents of these assignments, and English spelling and grammar mistakes will be taken into account to a far lesser extent.

Studiematerialen

Meer info op de cursussen- en boekenlijst.

Cursussen

• Cursus

Evaluatie

Every student has the right to be examined in Dutch. Please note that papers and assignments will be handed in in English. Marking will be done on the basis of the contents of these assignments, and English spelling and grammar mistakes will be taken into account to a far lesser extent.

Eerste examenkans Tweede examenperiode (juni) Oral exam 60%
Tweede examenkans Derde examenperiode (augustus) Oral exam 60%
Eerste examenkans Tweede examenperiode (juni) Assignments 40%
Tweede examenkans Derde examenperiode (augustus) Assignments 40%