Teaching Course Contents in English: Key Principles and Lessons from Experience. Part I

Sesiones

• Módulo I. “Docencia en inglés: Why should I? How should I?”
  20 de febrero de 2026 10:00 - 20 de febrero de 2026 13:00
• Módulo I. “Docencia en inglés: Why should I? How should I?”
  27 de febrero de 2026 10:00 - 27 de febrero de 2026 13:00
• Módulo II. “First steps to Content and Language Integrated Learning practice at university level: basic notions and success elements”
  06 de marzo de 2026 10:00 - 06 de marzo de 2026 13:00
• Módulo II. “First steps to Content and Language Integrated Learning practice at university level: basic notions and success elements”
  13 de marzo de 2026 10:00 - 13 de marzo de 2026 13:00
• Módulo III. “Reflecting on the role and functions of the English language as a medium of education”
  20 de marzo de 2026 10:00 - 20 de marzo de 2026 13:00
• Módulo III. “Reflecting on the role and functions of the English language as a medium of education”
  10 de abril de 2026 10:00 - 10 de abril de 2026 13:00

Descripcion:

Módulo I. “Docencia en inglés: Why should I? How should I?”

Objetivos: En este seminario, vamos a analizar qué significa impartir docencia en inglés, qué aporta y qué retos representa.

Módulo II. “First steps to Content and Language Integrated Learning practice at university level: basic notions and success elements”

Objetivos: In this seminar, participants will be invited to revise basic notions of bilingual education and explore a set of high-quality elements at initial stages of the implementation of Content and Language Integrated Learning. Then, participants will be presented with success elements which can serve to evaluate the design and implementation of their practice.

At the end of the session participants should be able to:

• Revise the notions of bilingualism and bilingual
• Understand and learn how to cope with the challenges and difficulties bilingual teaching may pose.
• Comprehend the nature and impact of the elements of a bilingual lesson based on Content and Language Integrated Learning.
• Get acquainted with initial steps to bilingual teaching at university
• Get familiar with success elements that may be used for self- or peer- evaluation in curriculum planning and practice.

Módulo III. “Reflecting on the role and functions of the English language as a medium of education”

Objetivos: It is expected that, by the end of this module, participants will be able to:

• Reflect on the importance of oral language in our
• Consider the impact of English-medium education (EME) on teaching and learning
• Explore the functions of the English language as a medium of
• Explore learning support
• Reflect on the importance of classroom interaction in
• Reflect on the use of questions as interactive strategies in

Contenidos:

Módulo I. “Docencia en inglés: Why should I? How should I?”

Contenidos:      Los contenidos son:

Docencia en inglés: ¿moda o algo más?

¿Qué implica la docencia en inglés para docentes y estudiantes?

Apoyar la docencia a través del andamiaje: andamiaje de lengua y andamiaje de contenido

¿Cómo aprendemos? Implicaciones para la enseñanza

Módulo II. “First steps to Content and Language Integrated Learning practice at university level: basic notions and success elements”

Contenidos:

• Bilingualism and Bilingual
• Initial steps to Content and Language Integrated
• Managing success elements in our planning and

Módulo III. “Reflecting on the role and functions of the English language as a medium of education”

Contenidos:

 This module focuses on the impact of oral language on the dynamics of English-medium education (EME). Participants will examine how language structures the teaching and learning processes by identifying and discussing the different functions of language in the classroom. They will also explore learning and interaction support strategies which can be used to accommodate for language diversity. All throughout the module, activities will encourage participants to reflect on and discuss language issues in EME by collaborating and sharing ideas.

Requisitos:

Personas destinatarias Profesorado que ya está impartiendo su docencia en inglés (a excepción del Dpto. de Filología Moderna). De igual forma, este curso se considera una formación esencial para el profesorado que esté interesado en impartir próximamente clases en inglés.

Requisitos: Se recomienda tener un nivel mínimo de C1 de inglés (no se requiere certificado como justificación).

Observaciones:

Organización del curso: El presente curso es introductorio y constituye la primera parte de la formación. En esta formación se realizarán 3 módulos con una duración total de 18 horas.

Perfil solicitante: