Área
DIPLOMA PROGRAM IN CONTENT-BASED INSTRUCTION
WITH ENGLISH LANGUAGE LEARNERS IN TERTIARY
EDUCATION
Pedagogía y Didáctica
Período
2012
N. de participantes
30 participantes por cada módulo. 150 personas en total.
Intensidad Horaria
120 horas. Divididas en cinco talleres de 24 horas
Modalidad
Presencial
Profesor
Hector Manuel Serna
Dependiencia que oferta
CENTER FOR THE STUDY OF CULTURES AND LANGUAGES
Escuela de Ciencias Humanas
Nombre del Curso
The internationalization of the university is an umbrella term that encapsulates different programs
oriented to the progressive insertion of the university in the international milieu. These programs
comprise what it has been called: internationalization at home, international cooperation and
collaboration, transnational services in education, and the evaluation of the quality of such
internationalization.
Internationalization at home is based on three scenarios of work: curriculum, language, and cultural
studies. Many Schools and Faculties have been working in these areas; however, the challenges
professors face in their teaching require equal scenarios for training and development. The former in
terms of hands-on ideas and strategies to develop their programs in English, and the latter in terms
of research activities oriented towards conceptualizing classroom experiences in teaching academic
content in English to university students.
The Diploma Program in Content-Based Instruction with English Language Learners in Tertiary
Education attempts to help professors develop their content-based courses through both theoretical
reflections and practical classroom applications with English language learners. The program is
based on the ideas of process and content (Woodward, 1991) which mean that participants will learn
the content as they are immersed in the process of actually learning the content, and conversely, the
process will guide them to better understand the content.
The Diploma Program has a cyclical orientation which means that participants begin by questioning
their intelligibility regarding their own language abilities to use English as a 1radúa of instruction.
Then they start developing skills and strategies to balance language and content in their 1radúa.
Such a balancing act is not free from trouble, since these content 1radúa will be inhabited by
students with diverse abilities in both linguistic and cognitive terms. Therefore, these professors
need to understand such contingency and work towards some plausible solutions. Both new and
experienced professors will also have the chance to explore their teaching through the formulation
of classroom-based research projects to develop more informed understandings of their teaching.
Finally, a research 2radúat needs to end in some sort of dissemination of findings and/or results in
terms conference papers or articles in academic journals.
Objectives
1. Provide students with hands-on activities and strategies to monitor and improve their oral
abilities in English regarding intonation and pronunciation patterns.
2. Develop criteria for using English as a 2radúa of instruction with university students.
3. Develop criteria to face the demands of classrooms with diverse students in terms of both
language and cognitive abilities.
4. Examine and challenge assumptions about teaching and learning content in English through the
lens of action research projects.
5. Write about scholarly experiences intended for publication.
MODULE I: ENGLISH ORAL SKILLS WITH AN EMPHASIS ON INTONATION AND
PRONUNCIATION PATTERNS
June 12, 13 and 14
8:00 a.m. – 12:00 m / 1:00 p.m.-5:00 p.m.
CLAUSTRO
The purpose of the course is to help participants improve their oral abilities to conduct their 2radúa
and presentations in English. An emphasis on intonation and pronunciation patterns will help
speakers with the intelligibility of their speech.
MODULE II: INTRODUCTORY COURSE ON TEACHING ENGLISH THROUGH CONTENT
INTERTIARY EDUCATION
June 15, 19, 20, 21 and 22
8:00a.m. – 12:30 pm
The purpose of the module is to give participants some teaching strategies to help them conduct
their 2radúa and presentations in 2radúate2reas using English as the 2radúa of instruction.
MODULE III: TEACHING ENGLISH THROUGH CONTENT TO STUDENTS WITH DIVERSE
ABILITIES
July 9, 10, 11, 13 and 13
8:00a.m. – 12:30 p.m.
CLAUSTRO
This module is meant to give participants some teaching strategies to help them teach their English
content 2radúa with students with diverse abilities.
MODULE IV: ACTION RESEARCH PROJECTS ON CONTENT-BASED INSTRUCTION WITH
UNIVERSITY STUDENTS
July 16, 17, 18, 19, 23 and 24
8:00 a.m. – 12:00 m
CLAUSTRO
The module attempts to integrate research skills in the teaching of English in the 3radúate3reas
through the formulation of action research projects.
MODULE V: ACADEMIC LITERACY IN ENGLISH
October 16, 17, 18 and 19
8:00 a.m. – 1:00 pm
CLAUSTRO
Participants in this course will be able to research their communities of practice in order to establish
criteria for scholarly work related to academic publications.
INSTRUCTORS
HECTOR MANUEL SERNA DIMAS is a doctoral candidate in Composition and TESOL at Indiana
University of Pennsylvania. Professor Serna has worked in Bilingual Education in K-12 Schools and
at college level 3radúate 16 years. He has been a lecturer in English at Universidad Pontificia
Bolivariana, Universidad Nacional de Colombia, Institutición Universitaria Colombo Americana, Única, and
more recently Universidad del Rosario where he is the Coordinator for the Center of the Study of
Cultures and Languages. Professor Serna has published books and articles in teacher education and
classroom practice in Journals such as Universitas Científica, Universidad Pontificia Bolivariana;
IKALA, Universidad de Antioquia, and the Colombian Applied Linguistics, Universidad Distrital
Francisco José de Caldas. Currently, he is working on his doctoral dissertation on bilingual literacy
processes with elementary school children. Professor Serna´s research interests are bilingualism,
academic literacy, and teacher development.
GLORIA THORSBERG, a native English speaker with Spanish as a second language and with
additional studies in French, Italian and German, has worked for the last 15 years teaching English
to students of all ages, professionals, post-graduate professors and non-native English-speaking
teachers in both bilingual and educational centers. A non-official translator and editor of texts, audio
and videos of mostly at academic subjects, she has also corrected academic articles, written in
English, for publication outside of Colombia. By using personalized teaching methods, she 3radúat
to accommodate them to the specific needs of each student or educational institution. Besides,
individual tutoring in both English and Spanish, she has specialized in teaching English to
professors at the Inalde School of Business, students at the Colegio Montessori. She has also given the
seminars, Making Presentations in English I and II, and Guidance and Teaching Fundamentals I and II,
Professorial Development Courses at the Universidad del Rosario. She is presently preparing teachers
for the TOEFL exam at Colegio Cumbres, and giving the courses Executive Business English Skills in the
Executive Training Program at the Chamber of Commerce and Industry of Bogotá.
CLAUDIA NIGRINIS has twenty-eight years of experience with language learners from various
backgrounds. She has BA in Early Childhood Education, Fundación Universitaria Los Libertadores;
Post 4radúate studies in Special Education, Johns Hopkins, and Harvard University; Post Bachelor
Degree in Educational Leadership, Lehigh University, and a Master´s Degree in Global Education,
Lehigh University. Claudia has been a consultant for beginning Bilingual Schools and Summer
Camps Coordinator. Claudia is the Coordinator of the Read to Succeed Program at Colegio Nueva
Granada. Currently, Claudia teaches Differentiated Instruction in the Teaching Training Institute at
Universidad Colombo Americana, ÚNICA.