March  27, 2023

Episode 1: Educational night podcast

Educational night podcast
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Episode cover: Educational night podcast

00:00:00 - Welcome to this Your Educational Night podcast!

00:00:10 - In tonight's chapter we will be discussing the teaching models that might be implemented in our new program located in the University of British Columbia.

00:00:24 - Our first guest is going to be the Professor Andres Contreras.

00:00:30 - He will be talking about benefits, features and challenges of the EMI program.

00:00:37 - Second guest is Daniela Pineda, Professor Daniela Pineda.

00:00:42 - He is a professional professor from the McMaster University and today she will address the CLIL method. Finally, our third guest is Lesley Mesa, Professor Lesley Mesa. She will be discussing the CVI team and its challenges. Well, as a Canadian, as a Canadian University, we have recently opened an international program that, as you know, we have received 20 foreign experienced that well they have a scholarship well five of them are from

00:01:25 - Brazil seven of them are from India three of them are from France two of them are from China and one is from the USA and we have other two that are from

00:01:39 - Columbia well the program is for a film degree and the whole program is going to be taught in English. A test has been done and now the students have a basic English level.

00:01:56 - Well, I cannot end the degree usually last four years so with that being qualified we'll well I will give the word to the education specialist Professor Andres Contreras. So thank

00:02:12 - Thank you so much for being here, Professor Andres.

00:02:20 - Thank you so much for that introduction.

00:02:22 - I'm really happy to be here with you.

00:02:25 - So to start off, what suggests that the approach known as EMI is a really good way to introduce these students from the degree you're talking about, but this EMI approach is used to teach a subject in English and it usually focuses on subject content mastery. So usually it may incorporate elements of language sensitivity and language support and it may include something that I like called bridge basis with explicit language learning and assessment components for students before they begin taking the EMI account to classes. So what it does is that before any type of punt and or class assessment is provided to these students, they are given or they have all the tools and language references so they can take advantage of these important language domain because we do understand some students may have some lack when it refers to the manual and the fluency of the English language. However, with these bridge phases, what we can do is cover those labs at least for the content instruction. So once they start performing in the degree, they will be able to easily communicate with each other by using this approach. Finally, I just want to clarify that English is just a tool for transmitting subject content and the language learning is an implicit or incidental outcome.

00:04:07 - What I mean with this is that actually the EMI approach is not meant to teach language but what it does is that it focuses on the content of the topic and from there as the English is used as a method for teaching this information the students will learn the language as an outcome of that EMI approach.

00:04:33 - And it is usually used or applied in countries where the first language of which student is not English.

00:04:39 - So considering the environment and the cultural backgrounds that we have for these students,

00:04:46 - I would really suggest that the EMI method is one that we should consider.

00:04:51 - All right, well, thank you so much, Professor Andres, for your, well, for the information that you just put to us.

00:05:00 - Now we're going to listen, listen to Daniela, Professor Daniela, so go ahead, please.

00:05:10 - Thanks, Dr. Maria.

00:05:12 - Okay the approach that I have is CLIL, it's perfect for enabling teachers to design interactive activities.

00:05:30 - In actuality, this is a key idea in this methodology.

00:05:36 - It is better known at its English term, scaffolding, and it refers to all the strategies, support, structures and activities. Teachers provide students in order for the students to build knowledge. To put it another way, the teacher offers temporary assistance while waiting for for the students to reach their full potential.

00:06:05 - Activities for walking around,

00:06:08 - ALE teachers discover what prior knowledge students have on a particular subject, so they might better direct students who are understanding the material.

00:06:19 - Integration of content and language is a shift through the four elements of CLIL, content, communication, cognition, and culture.

00:06:30 - And in this approach, we can find some challenges as having enough knowledge of the content and the language, knowing how to teach the content as well as the language, balancing the focus on language and content, and finally finding appropriate materials.

00:06:55 - A good example for this kind of approach,

00:06:59 - It's a science teacher and may use English language resources such as textbooks, videos and articles to teach science concepts while also teaching English skills.

00:07:16 - For example, a lesson on photosynthesis might include reading on an English language article on the topic while also practicing English vocabulary and grammar.

00:07:29 - And that's all. This is my approach and yeah.

00:07:34 - All right. Well, thank you so much. I think I really like that one.

00:07:39 - So, well, let's move on and let's listen to Professor Leslie Mesa.

00:07:45 - She's going to talk about another approach. So, what do you have for us?

00:07:50 - Hi. Thank you so much for inviting me to this program.

00:07:54 - I'm here to talk about the content-based structure, also known as CBI, which is an approach to language teaching that emphasizes the use of authentic meaningful content from subject areas such as science, history, and literature as a basis for language learning. So for example, we can have an art-based CBI, which an art teacher might use

00:08:21 - Art, History, Text or Museum exhibits to teach language skills, such as describing and analyzing artwork while also practicing English vocabulary and grammar. While CVI has many benefits, it also has a lot of challenges. For example, limited language exposure, content complexity and also lack of teacher expertise, which is a very important one. At the end of the day, CVI aims to promote both language proficiency and content knowledge simultaneously, while also fostering critical thinking and problem-solving skills. So thank you so much for your time.

00:09:10 - Alright, well, okay, well, thank you so much you guys for being here, for sharing all your knowledge with us and will basically, and in conclusion, while we have discussed here, well, I think that the best option for us for this university will be the CLIL approach due to the benefits, benefits that it has. Well, as you mentioned already as Professor Daniela mentioned, multicultural awareness and hence the language proficiency improved content knowledge, also increased motivation, and of course it is going to allow students or as a system in preparing for higher education and careers.

00:10:03 - What I mean with multicultural awareness is that this approach that ELIL can help and can promote multicultural awareness by exposing students to different cultures.

00:10:17 - That is basically what we are going to do here in this program.

00:10:20 - And also it enhances other language proficiency as I mentioned.

00:10:25 - It is because this approach can help students like to improve their language proficiency in a natural way or a real authentic one.

00:10:37 - And also by using language in a real-world context, excuse me, like in a subject, like in the content, the subject matter.

00:10:48 - So, well, I think this is the best option here for us.

00:10:52 - So, thank you once again for being here for all your knowledge.

00:10:58 - And, well, I hope to see you soon, guys. Thank you so much.

00:11:03 - Thank you so much, Dr. Mora. Have a wonderful night.

00:11:06 - Thank you for inviting us. Goodbye. Goodbye. Goodbye, Dr. Mara.

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