Infopaket

Teaching English as a Foreign Language in Multicultural Classrooms

ВБ 1.02

Вибіркова дисципліна для ОП

Second

2022/2023

3 Semester

5

PLO 2. To demonstrate the proper level of English language proficiency in written and oral communication, especially in professional and scientific communication, and present research results in English. PLO 4. To appreciate diversity and multiculturality of the world and be guided in own work by modern principles of tolerance, dialogue and cooperation. PLO 28.1. To analyze, develop, and use ready-made sets of ELT materials in higher education institutions. PLO 30.1. To solve problems while teaching English in higher education institutions. PLO 33.1. To apply modern ELT concepts in higher education institutions.

Full-time form

To succeed, the course requires knowledge of English at the level not lower than B2 of CEFR. In addition, students are supposed: to know the essence of the learning process, basic categories and notions of pedagogy and psychology for higher school, professional ethics, and culturology; and basic forms and methods of teaching English as a foreign language; to be able to use different forms, types, methods and means of teaching English as a foreign language; and to possess the elementary level universal professional skills, such as communication and interaction with people, critical thinking, flexibility, and adaptation.

The discipline is an essential component of the professional training of master students. It involves studying the specifics of the multicultural education system that is aimed at the development of multi/polycultural competence as a set of knowledge, views, values, skills and abilities needed for intercultural interactions based on the principles of democracy, equal right and opportunities, and effective teaching English as a foreign language in a culturally diverse environment.

Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge. Banks, J. A., & McGee Banks, C. A. (2019). Multicultural education: Issues and perspectives (10th ed.). Wiley. Council of Europe (2016). Competences for democratic culture: Living together as equals in culturally diverse democratic societies. Council of Europe Publishing. Council of Europe (2018). Reference framework of competences for democratic culture. Volume 2: Descriptors of competences for democratic culture. Council of Europe Publishing. Duran, E. (2020). Teaching English learners in inclusive classrooms (4th d.). Charles C. Thomas Publisher. Howe, W. A., & Lisi, P. L. (2018). Becoming a multicultural educator: Developing awareness, gaining skills, and taking action (3rd ed.). SAGE Publications. Snyder, S., & Fenner, D. S. (2021). Culturally responsive teaching for multilingual learners: Tools for equity. Corwin.

The modes of the course delivery encompass lectures, practical classes and self-study, which presuppose such activities as oral answers to the questions, discussions, tests, a creative task (project), a self-managed FutureLearn course, and a reflexive report. The teaching methods include explanations, illustrations, reproduction, heuristics and research, as well as active and interactive teaching methods, which help develop students’ analytical skills and unlock their scientific and creative potential.

The form of summative assessment is an exam. The number of points for the exam is 24–40 (pass), the minimum that is added to the points for summative assessment. Students are admitted to the exam if they earn 36–60 points during formative assessment throughout the entire semester. The exam includes three tasks (see § 7 of the Syllabus).

English