The task of this blog post is hard for me as I haven’t really done any EMI teaching. I am about to teach my first course in English only next spring, which is also the reason why I wanted to take this course. I have presented a lot of papers in conferences and seminars in English, but that is not quite the same thing. In conferences, it seems to me, the presenters are often not that interested of any pedagocial aspects of their presentations, which is also understandable as its not really a teaching situation. The language dimension is also easily forgotten; it is seen as a mere vehicle for getting your ideas out, not something to be that conscious or interested of.
When planning my spring course, I hadn’t really given much thouht to the language question. The last TACE session (22.10.) however offered many important points that I should take into consideration and so, instead of outlining examples of the methods that I commonly use (haven’t) I could discuss what I thought were the most interesting and important parts of the session.
I consider myself a pretty old school teacher. The kind of lecturer who is standing in front of the amphitheatre (as in one of Fergal’s slides), talking for an hour and then exiting the scene without much discussion. For this reason, this course has not only helped me to rethink the EMI aspects of my teaching, but has also offered a lot of new ideas for my teaching in general.
First of all, I now see the use of small group work as very effective. Being exactly the kind of introverted guy who will always just listen silently in the back row of the classroom, I can relate to the idea of them as “safe learning environments”. In small groups the students (also introverted ones) will get to discuss new ideas and reflect them from different angles. TACE has also applied small group discussions a lot, and I always feel like I’m almost getting the most out of them. However the group dynamic is very important: if the discussion is reserved or very forced, it can also be simply a waste of good 10 minutes of lecturing time. Anyhow, I will definitely have some sort of group work in my next teaching.
I also thought that the advice on pronounciation and intonation was very important. First of all, as I don’t speak English that often nowadays, I sometimes encounter trouble when I have to pronounce some terms for the first time or after a long pause. So now that I’m planning the slides for my lecture series I should remember to practice the pronounciations of the key terms and not leave it until the very day of the lecturing. For example: “strategy”! I read and write the word all the time, but when I have to actually say the word: stratzzizzy, strätzizi… Mumbling like that comes out.
Intonation is also important. Maybe it is also one of the reasons for why the native English speakers are usually rather easy to listen and sound interesting. Their language lives and flows almost like music and it keeps your attention up. It is true that Finnish speak can be rather monotonous and the worst cases of monotonous lecturers will almost make you sleep. I never thought about this before but I think I should really improve my intonation too…