Gabriele and Shettle developing contextually relevant esp curricula tesol 2011
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The presenters will discuss their personal experience of developing ESP programs at Indiana University, focusing on how the development process lead to contextually relevant academic curriculum and materials. Advice will be given on how other teachers can develop ESP curricula.
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Gabriele and Shettle developing contextually relevant esp curricula tesol 2011
- 1. Developing Contextually Relevant ESP Curricula Leslie Gabriele and Denise Shettle Master Teachers Intensive English Program – Special Programs Indiana University, Bloomington lgabriel @indiana.edudshettle@indiana.edu 1
- 2. English Language Instruction Testing English Language Improvement Program Special Programs Intensive English Program International Teaching Assistants
- 3. Special Programs Department of Chemistry Jacobs School of Music Ernie Pyle School of Journalism US AID School of Education Bolashak Scholarship Program Maurer School of Law Kelley School of Business School of Public and Environmental Affairs
- 4. MBA & SPEA summer course International students admitted to Business and SPEA Master’s Programs – 600 TOEFL Optional 6 weeks / 4 hours daily July-August Language skills may be measured quantitatively by tests such as TOEFL, but successful communicative competence is multi-layered and contextually defined. 4
- 9. Ask for copies of syllabi
- 10. What skills do they see lacking in the students?
- 11. What is necessary to be a successful student in this department/class?
- 13. Office Staff
- 14. What kind of interactions do they have with int’l students?
- 15. Students
- 16. What do they perceive their own needs to be?
- 17. What problems do they have interacting with professors? Classmates?6
- 18. General Curricula Case Studies 2 hrs daily Presentation 1 hr daily Interpersonal Communication 1 hr daily 7
- 22. Interacting with other graduate students
- 23. Interacting with people in town
- 24. Interacting with professors outside the classroom
- 26. Slang and SPEA student lingoFocus: practice in context-specific activities to build communicative competence. 8
- 28. Role Plays
- 29. Q&A about the department
- 31. County Fair
- 32. Picnics
- 33. Social hours with American students
- 34. Shopping Trip 9
- 35. “Participants in multicultural communication are sensitive not only to the cultural meanings attached to the language itself but to social conventions concerning language use, such things as taking turns, appropriateness of content, nonverbal language, and tone” (Savignon1991, p. 10). 10
- 36. How appropriate or acceptable are the following scenarios involving a student and a professor? Your professors are very helpful and friendly, but there are still boundaries for what is or is not appropriate for students to do or expect their professors to do. Judge the appropriateness of the student’s action in these cases. 11
- 37. Tasks and skills 12
- 40. Evaluation of alternatives4. Implementation 5. Lesson learned 13
- 42. Content local and somewhat flexible to allow for experiential learning
- 44. SPEA Case Schedule 15
- 45. SPEA Public Art Case – 2008-2010 Thomas Hart Benton Murals 16
- 46. SPEA Sustainability case 2009 17 ElinorOstrom 2009 Nobel Prize Economic Sciences
- 47. SPEA Sustainability case 2010 18 Thomas Friedman
- 48. THANK YOU! 19
Editor's Notes
- In we talked to students and staff and found that they needed more support in regular conversation (talking to american students)
- Sciences
- Sciences