Henkilöstön kieli- ja viestintäkoulutus kieli- ja viestintäopintojen keskuksessa

Aiheet:

• Peruskielioppi

• Yleinen yliopistosanasto

• Puhe- ja keskustelutaidot

• Sosiaaliset taidot englanniksi

• Sähköpostien ja viestien kirjoittaminen

• Kuunteleminen ja vastaaminen

Parlons français - ranskan keskustelu kurssi

Oletko joskus opiskellut ranskaa, mutta nyt taitosi ovat ruosteessa. Päivitä ja aktivoi kielitaitoasi sekä Ranskan tietämystäsi rennossa ympäristössä. Kurssin taso mukautetaan osallistujien tason mukaan.

Goal

After the course the students should

• be aware of the style and approach to writing in their discipline
• have knowledge of how to write academically
• be able to recognize and produce academic text
• be aware of the internal structure of research articles
• have a greater understanding of the mechanics of writing a research paper
• be able to write and punctuate accurately in English
• be able to assess themselves as writers
• be more familiar with Anglo-American academic writing conventions
• be more aware of style and appropriateness in writing
• be able to construct a research paper in English in terms of unity, focus and coherence
• be more certain about use of sentence structure, connectives, punctuation, articles
• be more critical and able to ask questions about academic writing, own writing in particular

Content

• elements of academic writing as a researcher
• discourse approach
• Anglo-American writing conventions
• style and appropriateness
• handling references and avoiding plagiarism
• organising text; constructing a research paper
• coherence and cohesion
• sentence structure
• academic vocabulary
• grammar; use of articles; punctuation
• format and structure of academic articles

The goal of the teaching and other activities of the Centre for Language and Communication Studies is to develop the language, communication, and business communication skills of university undergraduate and postgraduate students and personnel, and to promote intercultural understanding and facilitate the internationalisation process within the university.

After the course the participants should

• be able to develop their confidence in their use of English;
• know about the norms of English-language conversational interaction;
• be able to improve their pronunciation, intonation and accuracy;
• have widened their range of vocabulary and the array of phrases available to them in a debate or discussion.

By the end of the course the participants should:

• be able to competently give a presentation on a topic related to their own research or work
• have a greater level of knowledge about the structure of presentations
• be able to signpost a presentation to improve the flow and clarity for the audience
• will understand the importance of visual aids and be able to use them effectively
• be able to design visuals to ensure the key message is clearly presented
• be aware their own body language in presentation situations
• will be able to use language effectively
• will be aware of differing presentation tools e.g. Powerpoint, Prezi
• be able to evaluate peer presentations based on the elements of an effective presentation

The aim of the course is to develop effective skills for teaching in English.  The course focuses on the language of instruction for online, blended and classroom environments. Participants actively give micro-lessons in English and create materials that can be immediately transferred to their teaching situations.

The course emphasizes:

• Language Awareness
• Language and Culture
• Language Learning Processes
• Teaching Content through the Medium of English

Objectives

• to consider the challenges for students when learning content that is taught in English and to identify the principles underlying effective practice;
• to consider the qualities and skills required by teachers involved in teaching their subjects in English;
• to develop confidence in teaching in English by giving micro-lessons as well as giving and receiving feedback.;
• to explore in practical ways the key issues of materials and methodology involved in a CLIL approach (Content and Language Integrated Learning);
• to raise participants' language awareness and linguistic competence at word, sentence and discourse level;
• to identify and explore key issues in syllabus/course design;
• to consider the modes of delivery and types of classroom interaction most appropriate to CLIL;
• to consider language of feedback and assessment in CLIL contexts with different language levels and content areas.

Course Content

Participants complete a pre-course questionnaire, which should be returned prior to the course. Based on the results of the questionnaire, the course is designed to ensure that the most relevant areas are covered.

Common topics are:

• personal language development
• presentation skills
• language for managing the classroom
• basic discourse analysis in key content areas
• materials development for classroom settings as well as on-line environments (task design, working with texts, visuals etc)
• subject-centred vocabulary-building
• language support for content learning
• the place of thinking skills
• code-switching and working bilingually
• creating a language-rich classroom environment
• review of a range of internet and print resources for
• participants' selected content areas
• types of questions and questioning techniques to encourage classroom interaction.

The goal of this course is to help Turku University staff develop their English language skills for customer service purposes.  

Special emphasis will be placed on email English, however a variety of areas will also be covered with the aim of improving the participants’ speaking and listening skills as well.

Some of the topics which will covered in class:

• Polite phrases: greetings and introductions
• Dealing with misunderstandings
• English for international gatherings
• Checking for understanding
• English for meetings

10 hrs / Bridget Palmer

Target participants: researchers in multicultural teams (research groups), staff counseling international students, teachers teaching multicultural groups of students, supervisors for multicultural teams, supervisors for thesis work

Goal: By the end of the course, students should have developed a greater understanding of the complexity of culture and its influence on language, communication, and interpersonal relationships, and be able to relate the issues presented in the course to their own life experiences.

Content: This course is an introduction to Intercultural Communication, a 21st-century skill that supports learning from and working with people from other cultures in different contexts. The course is organized around five themes:

• What is Culture? (cultural similarities and differences, frameworks such as Hofstede, WVS)
• Intercultural Conflicts (different conflict styles, resolving conflicts)
• Culture and Language (direct/indirect, high/low context, nonverbal codes, etc.)
• Cultural Appropriation (cultural sensitivity, ethnocentric vs. ethnorelative attitudes)
• Migration and Identity (culture shock, assimilation styles, majorities and minorities)

Methods: During the five lessons, participants will participate in small-group discussions in a supportive and interactive environment, with topics based on ICC themes introduced by the teacher. In addition, participants may choose to write an initial letter of introduction and a final letter of reflection in order to frame their learning experience.