1. Teaching Academics in English to Diverse Student Populations Vikki Costa, Professor California State University, Fullerton

2. THINK about the difficulties you face when teaching in English. What are your biggest obstacles to student success? WRITE a short paragraph describing your biggest obstacles. Describe an example that occurs in the classroom. You may write in Japanese or English. SHARE your thoughts with your peers. English as a Medium of Instruction, or EMI (or TiE) – use of the English language to teach academic subjects in countries where the first language of the majority is not English. There are many student benefits to enrolling in TiE classes, including - increased English proficiency increased competitiveness in global market improved global communication skills

3. What Challenges Face EMI Faculty? Language Abilities (Basic, Academic, and Instructional) – Research suggests that instructors delivering a seminar via EMI can fail to express up to 25 per cent of what they would explain in the same time in their primary language. Student Proficiency (Basic and Academic) Pedagogy – Knowledge and skills in appropriate teaching methods for supporting active engagement and student communication in English – Knowledge and skills in code-switching strategies (from primary to English and visa versa) – More time to cover curriculum or reduction in content to be covered Instructional Resources – Texts (textbooks, manuals, handouts, presentations) – Classroom Environment – Technology infrastructure, equipment, and software What did you write about? Share your ideas in a small group.

4. Forces Driving Reform in U.S. Higher Education Traditional delivery model of higher education is not sustainable in the “new normal.” CA Governor Jerry Brown, 2014 Universities face escalating operational challenges, including reduced funding, changing student demographics,, questions regarding quality and value, and increased competition. Learners are different, with different needs, wants, skills, aptitudes.

5. Relevant Reform Elements in Japan Education University Education Reform – Aim to further develop and improve skills that students cultivated through their high school education. – Equip students with skills to go out into the unpredictable society of the future and find solutions for problems that have no immediate answers. Excerpted from Plan for Implementing High School and University Articulation Reforms, Central Council of Education, MEXT, 2014Plan for Implementing High School and University Articulation Reforms Forces Driving Reform in Japan Higher Education

6. What Should Teaching Academics in English Look Like?

7. CHARACTERISTICS OF 21 ST CENTURY CONTENT Current - The content should be current – up-to-date knowledge, including tools and strategies for generating and using new knowledge. Relevant - The content should have significant and demonstrable bearing on professional and personal uses. Applicable - The content should be focused on the application of the field to solving current problems. Connected - The content should be connected to other disciplines.

8. 3 Eras of Education 1.Internet 2.Global 3.Preparation of knowledge workers 4.21st century literacy 5.Life-long learning, organized by age, ability, interests, networked, extends outside classroom 6.Digital texts/tools 7.Knowledge is kinetic 1.Automobile 2.Comprehensive 3.Preparation for mobility, industry 4.Advanced literacy 5.Industrialized model - batch processing of students 6.Substantial books and print materials 7.Knowledge is static 1.Horse and carriage 2.Localized 3.Preparation for local jobs, farmers 4.Basic literacy 5.One-room classroom structure 6.Limited books and print materials 7.Knowledge is static AGRARIAN AGE INFORMATION AGE INDUSTRIAL AGE

9. 21st Century Knowledge What does it mean to create? What defines “original”? CONSTRUCT Create from raw materials REMIX Rearrange the original MASHUP Fuse disparate elements

10. Course Question The Ultimate Mash-Up Use a "Course Question" to introduce your course Addresses big ideas and enduring concepts Crosses multiple disciplines Engages students in meaningful inquiry, sparks curiosity Requires higher-order thinking skills Is open-ended HOW DOES CHEMISTRY IMPACT MY PERSONAL LIFE AND SOCIETY?

11. Higher order thinkingLower order thinking COURSE DESIGN EXAMPLE

12. Recommendations for Improving Content Update content materials. Have students compare/contrast, draw diagrams, and construct models. Include problem-based inquiry. Require students to use multimedia to REMIX and MASHUP knowledge. Link learning back to a course question – reiterate relevancy to personal/professional life and society.

13. CHARACTERISTICS OF 21 ST CENTURY COMMUNICATION Comprehensible - Instruction should be delivered via comprehensible input and output. Developmental - Language level should be appropriate to the proficiency of the majority of students in the classroom. Comprehensive - There should be a significant amount of student talk! Communication should occur via all four language domains - writing, reading, listening, and speaking. Global - Communication should be situated within the global context and facilitated digitally.

14. Teacher Communication Vary the speed & tone of your voice Project your voice Pause Repeat, transition, and summarize VERBAL Maintain eye contact Use movement and the entire room Project excitement and energy NONVERBAL Purposeful use of board vs slides Videos, images, animations, interactives Audio clips Artifacts Handouts MULTIMEDIA

15. Continuum of Student Communication Teacher Modeling Teachers model behaviors, skills, and strategies. Teachers use questions to activate students' background knowledge. Teachers model and have students model by shared readings, problem solving, board writing. After modeling, students reflect on learning through independent writing. Guided Instruction I ndependent Tasks Teachers use questions, prompts, and cues- to help students complete tasks. Students ask questions—of the teacher and peers—to clarify understanding, provide feedback to a partner, and reflect on learning. Students work independently on tasks but use talk to support task mastery. Collaborative Tasks Students work together with teacher monitoring. Students discuss tasks or ideas and question one another, negotiate meaning, clarify their own understanding, and make their ideas comprehensible to their partners. Students practice use of academic language. Adapted from Why Talk is Important in ClassroomsWhy Talk is Important in Classrooms I AM THE EARTH STUDENT TALK INCREASES

16. Use verbal, nonverbal, and multimedia. Integrate purposeful academic talk, reading, and writing. Increase student talk. Use code-switching. Recommendations for Improving Communication

17. CHARACTERISTICS OF 21 ST CENTURY LEARNING Active - Students should be active in the instructional process. Collaborative - Learning should be conducted by two or more students working together. 4Cs-Focused - Learning should focus on the use and development of creativity, communication, collaboration, and critical thinking skills (and other 21st century skills). Personalized - Learning should be tailored to the learner in order to meet their learning needs and aspirations.

18. Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy ICT Literacy Global Awareness Financial, Economic, Business Literacy Civic Literacy Health Literacy Environmental Literacy Partnership for 21st Century Skills NOTE: Not all students are digital natives, and all need to develop their "academic" digital skills. 21st Century Skills

19. Where are the 4 Cs in your teaching? Where do students do these things in your course? What could you add to help your students do more? Critical Thinking - analysis and evaluation in order to form a judgment or solve a problem Creativity - the use of the imagination or original ideas to make new things Communication - means of conveying information and connecting with others Collaboration - the act of working with someone to create or produce something

20. Give students choice. Promote creativity and critical thinking through active learning. Group students in 2s, 3s, 4s for collaborative activities. Focus on 4Cs and application of content to current concerns. Make students do the work. Recommendations for Improving Learning

21. CHARACTERISTICS OF 21 ST CENTURY ASSESSMENT Informative - Assessment activities should inform teacher and students of individual and collective progress. Summative - Assessment activities should also provide information about mastery of the content via evaluation of knowledge, skills, products, and processes. Aligned- Assessment should be aligned with content, learning, communication, and milieu. Varied - Multiple assessment strategies should be employed.

22. Assessment should be FORMATIVE and SUMMATIVE

23. Assessment should INFORM Ensure a GREAT Product Assignment Directions Assignment Rubric or Scoring Guide Assignment Example Assignment Checklist - general information on what the assignment includes - detailed information about how the assignment will be evaluated - example of previous student work - list students can use to check off completed items and identify what remains to be done

24. Use formative assessment to monitor student progress. Have students self- assess and peer-assess. Provide clear directions, checklists, scoring guides, and examples to help students meet requirements for major projects. Recommendations for Improving Assessment

25. CHARACTERISTICS OF 21 ST CENTURY MILIEU Innovative - Learning should include traditional, online, and blended opportunities. Ubiquitous - Learning should extend outside of the physical environment and be accessible from anywhere at anytime. Digital - Teaching and learning should make extensive use of digital resources and tools to access, analyze, and synthesize knowledge. Green - Learning should be situated within the concept of sustainability.

26. The 21st Century Classroom is GLOBAL Businesses and classrooms should allow for global scope and interactions. Businesses acquire, use, and integrate talent from around the world - the classroom should mirror that model.

27. Classrooms should model global environment that prepares students for careers and lifelong learning where they connect with collaborators anytime, anywhere, asynchronously or synchronously. Communication and collaboration are key skills that must be practiced in the classroom. The 21st Century Classroom is UBIQUITOUS EVERYONE, ANYTIME, ANYPLACE, ANYWAY

28. The 21st Century Classroom is GREEN Classroom environment should reflect social and ecologically responsibility, and organizations are pressured to meet these demands.

29. Use traditional, online, blended, and flipped teaching models. Make instructional materials accessible online. Model use of digital tools and use for instructional purposes. Require student use of digital tools. Reference sustainability and green issues. Recommendations for Improving the Milieu

30. Self-assess your skills and readiness. – In which of the five areas are you most confident of your abilities? – In which of the five areas do you want to make the most changes? – What are your priorities for change? – What is your next step?

31. How will we --update our content, increase student communication, enhance collaborative learning, expand use of informative assessments, and reimagine an innovative milieu-- to equip students with skills to go out into the unpredictable society of the future and find solutions for problems that have no immediate answers?

32. TiE Strategies Used in this Seminar Nonlinguistic cues Code-switching Quick-Write Pair/Group Discussions Shared Reading Guided Notes Case Study Self-Assessment and Reflection

33. References AT&T (2012, December 26). It's Not Complicated "Robot" [video file]. Retrieved from http://www.youtube.com/watch?v=D31q036q5_0. Burstein, D (2013). Fast Future: How the Millennial Generation Is Shaping Our World. Beacon Press. Colorado Technical University (2013, January 3). Education that Revolves Around You [video file]. Retrieved from http://www.youtube.com/watch?v=qkZEKeJQGSo. Duncan, D., Hoekstra, A., & Wilcox, B. (2012). Digital devices, distraction, and student Performance: does in- class cell phone use reduce learning? Astronomy Education Review, 11, 010108-1.. Draves, W. and Coates, J. (2007). Nineshift: Work, Life, and Education in the 21st Century. Learning Resources Network (LERN). Partnership for 21st Century Skills. (n.d.). Framework for 21st Century Learning. In Partnership for 21st Century Skills. Retrieved April 11, 2013, from http://www.p21.org/overview. Pew Research Center (2010). Millenials: A Portrait of Generation Next. Retrieved April 11, 2013 from http://www.pewresearch.org/millennials. Tapscott, D. (2008). Grown Up Digital: How the Net Generation is Changing Your World. McGraw-Hill. Tindell, D. & Bohlander, R. (2011). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching.,60, pgs. 1-9.