Dietmar Tatzl and Tanja Psonder
FH Johanneum, Graz, Austria
Role modelling pathways to learner autonomy in tertiary English language education
This contribution treats the function of teachers as role models in developing learner autonomy in tertiary settings. It draws upon my experiences with teaching at a university of applied sciences and suggests ways to autonomy that instructors may shape by their teaching behaviour. I argue that teachers need to live autonomy in order to truly encourage students to find their own pathways to learner autonomy. In other words, teachers must practise what they preach, or they will lose credibility and act as poor role models. I discuss examples of role modelling autonomous behaviour which may trigger a comparison with other teachers’ role modelling experiences in their local settings. This contribution should thus initiate a process of self-reflection in teachers and inspire them to role model behaviour that is likely to foster autonomy in their local environment.
The Inverted Classroom Model in ESP Courses: A Reflection
In the traditional classroom, the teachers are expected to provide their students with learning materials and most of the classroom time is devoted to reading and/or listening to texts followed by vocabulary work and text analysis. Hence, the time for the students to interact with one another in hands-on activities is often limited and this shift to the processing part of the learning in a collaborative setting has not been fully achieved. ESP instructors, in general, strongly depend on student collaboration as they need to call forth content knowledge of them. Based on this, they then build their tasks on the recalling of these facts and concepts or methods to create speech prompts which enable the students to process their knowledge in discussions, debates, role-plays, presentations and problem solving activities. In this workshop, I will discuss the steps that accompany the repurposing of class time and the implications I experienced on teaching and learning.
FH Johanneum, Graz, Austria
Role modelling pathways to learner autonomy in tertiary English language education
This contribution treats the function of teachers as role models in developing learner autonomy in tertiary settings. It draws upon my experiences with teaching at a university of applied sciences and suggests ways to autonomy that instructors may shape by their teaching behaviour. I argue that teachers need to live autonomy in order to truly encourage students to find their own pathways to learner autonomy. In other words, teachers must practise what they preach, or they will lose credibility and act as poor role models. I discuss examples of role modelling autonomous behaviour which may trigger a comparison with other teachers’ role modelling experiences in their local settings. This contribution should thus initiate a process of self-reflection in teachers and inspire them to role model behaviour that is likely to foster autonomy in their local environment.
The Inverted Classroom Model in ESP Courses: A Reflection
In the traditional classroom, the teachers are expected to provide their students with learning materials and most of the classroom time is devoted to reading and/or listening to texts followed by vocabulary work and text analysis. Hence, the time for the students to interact with one another in hands-on activities is often limited and this shift to the processing part of the learning in a collaborative setting has not been fully achieved. ESP instructors, in general, strongly depend on student collaboration as they need to call forth content knowledge of them. Based on this, they then build their tasks on the recalling of these facts and concepts or methods to create speech prompts which enable the students to process their knowledge in discussions, debates, role-plays, presentations and problem solving activities. In this workshop, I will discuss the steps that accompany the repurposing of class time and the implications I experienced on teaching and learning.