This citation program is designed for higher-education instructors whose native language is not English, but who teach programs in English. These instructors must not only maintain and improve their own competence in spoken and written English, but also develop teaching models that will meet the expectations of international students. The balance between the pedagogy component and the language component of this program can be adjusted and customized to meet the particular needs of each group of participants.
Graduates of the Citation program will learn effective practices for teaching in English, and will become familiar with the English vocabulary used to describe teaching practices. As a result, participants will become more comfortable and successful at teaching in English.
This program is intended for groups of instructors from a single university or from a number of universities with similar cultures. It can be customized to meet the needs of each group. The program can be delivered either at the University of Alberta campus in Edmonton, Canada, or at a site elsewhere that is more convenient for the group taking the program.
English Competency Requirement
The requirement for admission into this Citation program is a minimum score of 70 iBT™ TOEFL® or 5.5 IELTS™. If the above scores are not available, a language assessment for each individual wanting to begin the program will be conducted by the University of Alberta.
The pedagogy component of the program consists of six required courses plus two elective courses (three are currently offered). Each course consists of 13 hours of instruction.
|Course 1||Models for teaching in higher education|
|This overview course focuses on adult development and the role of personal development in triggering learning. Cognitive as well as non cognitive models of adult development, student learning styles and orientations are reviewed. Other topics addressed include: learning theories and approaches in higher education; professionalism and academic integrity; the dual teacher/student responsibility for learning; developing a teaching philosophy; and building inclusive multicultural learning environments.|
|Course 2||Teaching in an additional language|
|This course provides the opportunity to develop a fundamental knowledge of theoretically - and empirically-based approaches to teaching disciplinary content in English. The course introduces participants to strategies for making complex subject matter accessible to students, thereby facilitating their active learning. Topics addressed include content-based instruction in English, graphic representation of knowledge structures across disciplines, and English language terms and concepts related to higher education.|
|Course 3||Generating motivation and engagement in higher education|
|Instructors in higher education institutions need to become proficient at generating motivation and engagement in their students, particularly in intercultural contexts. Drawing on the relevant literature, this course will provide some practical techniques along with brief summaries of their theory bases.|
|Course 4||Selecting and designing appropriate learning activities|
|This course will focus on designing effective learning activities for students, including techniques for teaching large classes, engaging students for learning in the multicultural post secondary classroom, and developing and evaluating student knowledge. It includes a section on self evaluation and future development approaches for the teacher’s own continuous improvement.|
|Course 5||Practicum 1: Classroom observations and micro-teaching|
|The format for this course will vary according to the circumstances under which the course delivery occurs.|
|Course 6||Practicum 2: Live teaching practice|
|This will normally be the last course in the Teaching in English program. The format will vary, according to the circumstances under which the course delivery occurs.|
|Elective A||Cultural differences in international higher education contexts|
|This course will examine the incidence and effect of cultural differences between and among instructors and students in higher education, and the need to take these into account for the purpose of building inclusive learning environments.|
|Elective B||Use of technology in higher education|
|The purpose of this course is to consider the facilitating role of technologies in higher education. A variety of technology-supported course delivery models, strategies, and tools are examined. The course provides participants the opportunity to engage in discussions related to the challenges and affordances presented by these tools.|
|Elective C||Language, higher education, and global citizenship|
|This course examines the growing trend in higher education toward internationalization and the promotion of a global mindset. Going beyond international awareness, the course engages participants with current issues and theories of global citizenship and highlights the central role that language plays in these discussions.|
This is an optional component of the program. Some participants will already be fully competent in spoken and written English, so will need only the pedagogy component of the program. However, others may need to improve their competence to use the structures and specialized vocabulary used in higher education classrooms, or in the specialized concepts and related vocabulary of specific disciplines. For those groups of participants we offer improvement in spoken and written English specifically related to pedagogy, or the pedagogy of a particular discipline. The approach taken is known as Content and Language Integrated Learning (CLIL). In this CLIL option, language specialists work with participants for part of each day, focusing on vocabulary and concepts related to the pedagogy course that the participants are engaged in during the remainder of that day. That is, the English language component of the program runs in parallel with the pedagogy component.
A second option for English language improvement, which may be selected instead of or in addition to the CLIL approach, is for a group of participants to take a special advanced course in English for University Instruction before beginning the pedagogy component of the Teaching in English program. This pre-TIE option may be suitable for instructors or potential instructors whose English is not yet up to the standard required for teaching in English.
The program is normally offered in Edmonton during the Summer term (July/ August) or the Fall term (September to early December). However, if a group of at least 16 instructors from a single institution or association want to take the program at a different time of year that can be negotiated.
This option is intended for groups of instructors (up to 24 individuals) from a single university or from a number of universities with similar cultures. It can be customized to meet the needs of each group, and delivered at an appropriate site (usually a hosting university) convenient for the group. The entire program can be delivered over one period of time (minimum 4 weeks for pedagogy component only, minimum 6 weeks if optional English language component added) or in two or more segments, as negotiated with the hosting university or other agency.
The pedagogy component of the Teaching in English program, taught in Edmonton, costs CAD $3,750 per person. Contact us at firstname.lastname@example.org to discuss groups rates, instruction at a location other than Edmonton, or special cultural enhancements to your Canadian experience. If advanced instruction in academic English is also required, there is an additional charge of CAD $1500 per individual if the CLIL option is selected, or CAD $500 per week if the pre-TIE option is selected.
Individuals taking the program in Edmonton are responsible for the cost of their own travel, accommodation, and food.
If you are interested in taking this program or arranging for a group of instructors to participate in this program either in Edmonton or at another site please send an inquiry to email@example.com.
To enroll in the program as an individual, or to arrange for a group to enroll, please email to firstname.lastname@example.org.
Dr. Walter Archer
Academic Director, Teaching & Learning Programs
Dr. Martin Guardado
Academic Director, English Language Program
Dr. Katy Campbell
Dean, Faculty of Extension