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Inhalt
How to use this book
1 Introduction: What this book wants and is – and what it is not
2 Making it work: What is needed to succeed in English-medium teaching?
2.1 Subject matter knowledge
2.2 General English language skills
2.3 Didactics / educational skills
2.4 Academic language
2.5 Tying it all together
3 Teaching in English in academia: the bigger picture
3.1 Challenges and opportunities: mapping experiences
3.1.1 Pains and gains for teaching staff
3.1.2 Pains and gains: the students’ side (as perceived by their teachers)
3.1.3 Pains and gains for academic institutions
3.2 Challenges and opportunities: taking inventory
3.2.1 The teachers’ side: individual challenges and issues
3.2.2 Integrating the teaching of content, language, and academic skills
3.2.3 The students
3.2.4 Cultural and diversity issues
3.2.5 Human resource management
3.2.6 Institutional policy
3.2.7 Higher-education policies and legal matters
Further reading
4 Teaching in plain English: Keep it simple!
5 Tips and resources for your own English-medium teaching adventure
5.1 Activating students
5.1.1 Lowering the threshold to speak in class
5.1.2 Stimulating academic competences
5.1.3 Giving students the freedom not to speak
References and further reading
5.2 Using writing to facilitate English-medium teaching
5.2.1 Using writing in and around the classroom
References and further reading
5.2.2 Using writing in office hours
5.3 Online glossaries of teaching and education terms
6 Useful words and phrases
6.1 Vocabulary to align teaching, assigning, and assessing
6.2 Phrases for classroom management
6.3 Oral exams: basic considerations and useful phrases
6.3.1 Setting the scene
Useful phrases for greeting candidates and introducing present colleagues:
Useful phrases for recapping procedures, and for inviting candidates to start:
6.3.2 Facilitating examination
Useful phrases for letting candidates know that you are listening and want them to continue:
Useful phrases for expressing agreement and positive reassurement:
Useful phrases for expressing disagreement, partial agreement or doubt:1
Useful phrases for asking for clarification, and to encourage candidates to continue speaking:
Useful phrases for providing more details to encourage candidates to continue talking:
Useful phrases for interrupting candidates:
Useful phrases for shifting the focus to the next exam topic:
Useful phrases for bringing the examination phase to an end:
6.3.3 Wrapping up
Useful phrases for calling candidates back into the room:
Useful phrases for sharing and justifying grades, and for congratulating candidates:
7 Concluding remark
8 Acknowledgments
Fußnoten. 2 Making it work: What is needed to succeed in English-medium teaching?
2.3 Didactics / educational skills
2.4 Academic language
3.2 Challenges and opportunities: taking inventory
4 Teaching in plain English: Keep it simple!
5.1.2 Stimulating academic competences
Useful phrases for expressing disagreement, partial agreement or doubt:
Vera Leberecht
Teaching in English in higher education
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Finally, chapter 6 provides glossaries with useful words and phrases for communicative situations in English-medium teaching. They include general academic vocabulary as well as language for classroom management and oral exams, to make sure you will never be speechless again.
I hope that this brief overview leaves you with the impression that there is very little magic about switching to English as a medium of instruction and that you have long been familiar with many, if not all, of these topics, ideas, and phrases. Like in many other areas in life, for things to work, you simply need to put into practice what you know. Are you ready to do that? Then let’s go!
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