Teaching English to PhD Students within the University Context Jagiellonian University in Krakow Jagiellonian Language Center Monika Stawicka ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 #eaquals19madrid

The Jagiellonian University ©Eaquals

New balance in LT Teacher-centered Theory Frontal teaching Knowledge Facts and principles General Competitive Classroom Text-based Summative assessment Fixed curriculum Learning for school Student-centered Practice Interactive Skills / Competences Questions and problems Personalized Collaborative Global community Web-based Dynamic a./Formative a. Dynamic c.(projects/case studies) Learning for life/work old paradigm new paradigm

The 21century Learning Outcomes Life & Career Skills Learning & Innovation Skills Information, Media &Technology Skills UNIVERSITY SUBJECTS

7Cs skills of 21st century learning Critical thinking and problem solving Creativity  and innovation Collaboration, teamwork and leadership Cross-cultural understanding Communications, information, and media literacy Computing and ICT literacy Career and learning self-reliance on the basis of Trilling & Fadel, 2009

Agents in T/L process and their hierachical relation TEACHER STUDENT

Agents in T/L process and their dialogical relation TEACHER STUDENT

TEACHER CONTENT STUDENTS Language teacher as mediator and facilitator TEACHER CONTENT STUDENTS

Teacher as facilitator and mediator

PhD students’ linguistic needs Action research 2016-2017-2018 Obligatory English course / lektorat for University PhD candidates. Interfaculty groups. 60 hours per group. No. of participants – 277 (2016-67 2017-98 2018-112) Students of 1st, 2nd, 3rd year of studies

PhD students` needs Speaking and Writing as dominant modes 4 categories of needs Speaking Writing Vocabulary Miscellaneous

Category: Speaking (original students` answers) -To encourage me to speak - Speaking at conferences. Speaking in public (OMG!) - How to prepare a presentation in English -To get to know conference language in official contacts - Speaking about scientific issues/presentations - Public speaking. Speaking without huge mistakes - To develop my (speaking) skills with no stressful methods - To practice our English. To talk a lot. Practice speaking - I need to learn how to speak English fluently - Prepare for the exam (doctoral exam) - Speaking in public. How to sound professional - How not to be afraid of speaking in public

Category: Writing (original students` answers) - Academic writing.Write academic better texts. Abstracts - To write an abstract/proposal for a conference - To write an abstract and be accepted - Develop my skillls in writing short academic texts - How to write a critical review (1 suggestion) - To gain more confidence (in writing texts) - I am terrible at writing so I would like to make it better - How to write a good abstract for international conferences - Writing scientifically more or less - Too write better because my supervisor is complaining - Phrases/linking words to prep. ariticles and presentations

Category: Vocabulary (original students` answers) - To know technical terms in my field - To know vocabulary linked to my field - Vocabulary acquisition - To know vocabulary connected with science (my own discipline) - Distinguish colloqualisms from more official version

Category: Miscellaneous (original students` answers) - Any expectations but to have quality time - Improve my tutoring skills - Become more confident - Revise grammar (7 answers over 3 years) - When to use the and a and nothing - General English too - Revising prepositions - Pronunciation; tasks on pronounciation (ca. 20 remarks over 3 years) - Maybe some business English

Academic language teacher can Act as facilitator and researcher Build a dialogical relation between students and teacher Allow autonomy to grow (Co-) design syllabus and scenarios relevant to students (Co-) plan tasks conducive to group work Differentiate and specify learners’ objectives Monitor dynamically (scaffolding) Assess dynamically with relevant feedback Recognise the role of peer feedback Recognise the role of unitary competence as transferable across languages Recognise the role of the learner’s strategies Recognise the role of intercultural competence

English for PhD students Work in progress: New syllabus for PhD students English course English for PhD students Academic component (communicating science) Business component (business communications)

Where am I as a language teacher in searching for a new balance in my teaching? New paradigm in LT/L New challenges for teachers in academia New challanges for universities What are universities for? ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017

Feel invited to cooperate on a syllabus for PhD students Hope to see you in Krakow in November 2019 at Eaquals Conference

Music: Jeremy Blake - Stardrive - Rock | Bright

monika.stawicka@uj.edu.pl