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Quick Facts
| Medium Of Instructions | Mode Of Learning | Mode Of Delivery |
|---|---|---|
| English | Self Study | Video and Text Based |
Courses and Certificate Fees
| Fees Informations | Certificate Availability | Certificate Providing Authority |
|---|---|---|
| INR 1600 | yes | Futurelearn |
The Syllabus
Meet the team
- 1.1 Meet the team
- 1.2 Course content
What does language involve?
- 1.3 A spiral model of language
- 1.4 Exploring the spiral model in your classroom
- 1.5 Creating specific meanings across the curriculum - discourse
- 1.6 Creating specific meanings across the curriculum - grammar and vocabulary
- 1.7 Thinking about text, register and context
- 1.8 Two types of register - BICS and CALP
How do we learn language?
- 1.9 How do we learn language?
- 1.10 Making Space for Talk
- 1.11 How do you make space for talk in your own classroom?
- 1.12 Some key principles
Who are our learners?
- 1.13 Profile of a Polish bilingual family
- 1.14 The English as an Additional Language (EAL) Learner
- 1.15 Who are your EAL learners?
- 1.16 Looking backwards and forwards
The language demands of school
- 2.1 How to support our language learners: learning environments with high number of languages spoken
- 2.2 Listening to an explanation in a language you do not know - what's it like for our language learners?
- 2.3 Phases, activities and language demands
Supporting learners in the classroom
- 2.4 It’s more than osmosis
- 2.5 How to support our language learners: Discipline specific strategies
- 2.6 Opportunities for language learning - adapting lesson plans to suit our language learners
- 2.7 What resources do your pupils bring to the classroom? The use of the L1 – translanguaging.
- 2.8 Using learners' languages as a resource: translanguaging in the classroom.
- 2.9 Scaffolding - supporting our learners' language development
- 2.10 How can we scaffold our learners' language development?
- 2.11 Using what's available and asking more of what you already do
Patterns in texts - taking a genre approach
- 3.1 The genre cycle
- 3.2 An example of deconstructing a model for genre analysis
- 3.3 Our learners' writing
- 3.4 Giving feedback on our learners' writing
- 3.5 Genres in your classroom
Generating talk in the classroom
- 3.6 Planning for student talk
- 3.7 Visual Journeys - using picturebooks to generate interest and talk
- 3.8 Using Visuals in the Classroom
- 3.9 Feedback on talk
- 3.10 Quiz on feedback
Some key ideas to take away
- 3.11 Assessing language learning
- 3.12 Learner profiles and assessing competence
- 3.13 Your learners' profiles
- 3.14 The take home messages
- 3.15 So what's next?
Instructors
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27 Mar'23, 07:53 AM
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15 Sep'23, 05:47 AM
15 Sep'23, 04:16 AM
15 Sep'23, 03:30 AM
14 Sep'23, 02:55 PM
14 Sep'23, 02:39 PM
14 Sep'23, 02:30 PM
14 Sep'23, 02:03 PM
14 Sep'23, 01:55 PM
14 Sep'23, 01:53 PM
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