WHO Our role as LSP teachers Carmen Sancho

WHO? Our role as LSP teachers Carmen Sancho Guinda Universidad Politécnica de Madrid

Our major obstacles

• “I DON’T TEACH LANGUAGE” Terminology at the most (in Airey 2012) Arnó Maciá & Manchó Barés (2015) • “It’s not merely the language” Ball & Lindsay (2013) (Breeze 2012) Content + disciplinary discourse Basturkmen & Shackleford (2015) Breeze (2012) English (2011) Fortanet Gómez (2013) Lyster & Ranta (1997) Maier & Engberg (2013) Molle & Prior (2008) Reid (2001) Smit & Dafouz (2012) Zhu (2004) Only content but in another language

TIME PRESSURE The ‘orchestra

Genres as meeting sites Language Teacher Content teacher Highstakes genres

Our distinctiveness

Teaching style (Ogborn et al 1996) Visualizer Co-thinker Storyteller Verbalizer Operator Embedded genres Conversation Story/anecdote, joke Procedural description Demo Problem-solving Case study Discussion

Your division of the talk into parts and their sequence (e. g. with a climax or not, chronological, inductive, deductive, etc. ) = structure Your more or less metaphorical language (e. g. ‘a full-fledged engineer = a fully trained or experienced engineer’ metaphor register = The type of language you use (more or less technical, colloquial, etc. voice Visual format Deference towards Question s Shared knowled ge Asides Directive s Appeals ENGAGEME NT audience = Your explicitness and tact (e. g. politeness, taboos, etc) = Your visual tool (e. g. Power. Point, Prezi) and slide design

Asides (i. e. anecdotes, commentaries, etc. ) Questions (rhetorical or genuine) Markers of interest ‘it is worthnoting that…’ Glosses ‘in other words’, ‘that is to say, …’, ‘for example’ Directives DEFERENCE towards AUDIENCE ‘Regarding X, ‘, ‘Let us move on to X’ (e. g. ‘Remember’, ‘Let’s think of…’) Connectives & markers Shared knowledge (e. g. ‘As you know, …’) Personalisation (Use of pronouns: ‘you, we, us’…) Markers of contrast ‘Nevertheless’, ‘However’, ‘On the other hand’, Stage labellers ‘At this point/stage’, ‘So far we have seen…’ Inferentials ‘Therefore’, ‘In consequence’, ‘because’ Etc.

I rule and control MY class I am THE expert I decide contents & assessment I monopolize talk-time I am authoritarian I censor, penalize & evaluate I facilitate (re)sources The traditional messianic teacher

Why the world on our shoulders?

ALTERNATIVE CLASSSTART ROUTINES TEAM/PAIR PROBLEM SOLVING H AP RY GR ENTA MM O C DY U T N E S SSIO S CA CU DISCUSSION PRE-CLASS READING PIECE DIAPOSITIVA 12 ELICITATION What do you know…? MULTIPLE CHOICE AS WARM-UP ING M R O NST I A BR

HABITUAL ROUTINES IN THE LSP CLASS DIAPOSITIVA 13

Watching other teachers teach http: //www. youtube. com/watch? v=py. X 8 k. Q-Jz. HI http: //www. youtube. com/watch? v=3 omw. Hv 3 Cmog http: //www. youtube. com/watch? v=hbmf 0 b. B 38 h 0 http: //www. youtube. com/watch? v=l. Pjfb. Stn. Wd 8 http: //www. youtube. com/watch? v=v. PQ 9 a_x. Iq. Rg http: //www. youtube. com/watch? v=Ey 25 v. ULQ 6 YM http: //www. youtube. com/watch? v=g. ZNm 7 L 96 pf. Y http: //www. teachthought. com/learning/50 -inspiring-ted-talks-teachers-challengeeduspective/ LECTURE TRANSCRIPTS http: //www. youtube. com/watch? v=9 DId 0 i. MTN 6 o http: //quod. lib. umich. edu/cgi/c/corpus? c=micase&cc=micase&type=browse& role=all&nss=all&firstlang=all&speecheventtype=LES&acaddiv=all DIAPOSITIVA 14

Thank you carmen. sguinda@upm. es