1. Teaching English to PhD Students within the University Context
Jagiellonian University in Krakow Jagiellonian Language Center
Monika Stawicka
©Eaquals
Eaquals International Conference | Madrid | April 2019
#eaquals19madrid

2. The Jagiellonian University
©Eaquals

3. New balance in LT Teacher-centered Theory Frontal teaching Knowledge
Facts and principles
General
Competitive
Classroom
Text-based
Summative assessment Fixed curriculum
Learning for school
Student-centered
Practice
Interactive
Skills / Competences
Questions and problems
Personalized
Collaborative
Global community
Web-based
Dynamic a./Formative a.
Dynamic c.(projects/case studies)
Learning for life/work
old paradigm new paradigm

4. The 21century Learning Outcomes
Life
& Career Skills
Learning
& Innovation Skills
Information, Media
&Technology Skills
UNIVERSITY SUBJECTS

5. 7Cs skills of 21st century learning
Critical thinking and problem solving
Creativity  and innovation
Collaboration, teamwork and leadership
Cross-cultural understanding
Communications, information, and media literacy
Computing and ICT literacy
Career and learning self-reliance
on the basis of Trilling & Fadel, 2009

6. Agents in T/L process and their hierachical relation
TEACHER
STUDENT

7. Agents in T/L process
and their dialogical relation
TEACHER
STUDENT

8. TEACHER CONTENT STUDENTS
Language teacher as mediator and facilitator
TEACHER
CONTENT
STUDENTS

9. Teacher as facilitator and mediator

10. PhD students’ linguistic needs Action research 2016-2017-2018
Obligatory English course / lektorat for University PhD candidates. Interfaculty groups. 60 hours per group.
No. of participants – 277 ( )
Students of 1st, 2nd, 3rd year of studies

11. PhD students` needs Speaking and Writing as dominant modes
4 categories of needs
Speaking
Writing
Vocabulary
Miscellaneous

12. Category: Speaking (original students` answers)
-To encourage me to speak
- Speaking at conferences. Speaking in public (OMG!)
- How to prepare a presentation in English
-To get to know conference language in official contacts
- Speaking about scientific issues/presentations
- Public speaking. Speaking without huge mistakes
- To develop my (speaking) skills with no stressful methods
- To practice our English. To talk a lot. Practice speaking
- I need to learn how to speak English fluently
- Prepare for the exam (doctoral exam) - Speaking in public. How to sound professional
- How not to be afraid of speaking in public

13. Category: Writing (original students` answers)
- Academic writing.Write academic better texts. Abstracts - To write an abstract/proposal for a conference
- To write an abstract and be accepted
- Develop my skillls in writing short academic texts - How to write a critical review (1 suggestion) - To gain more confidence (in writing texts) - I am terrible at writing so I would like to make it better - How to write a good abstract for international conferences - Writing scientifically more or less - Too write better because my supervisor is complaining - Phrases/linking words to prep. ariticles and presentations

14. Category: Vocabulary (original students` answers)
- To know technical terms in my field
- To know vocabulary linked to my field - Vocabulary acquisition - To know vocabulary connected with science (my own discipline) - Distinguish colloqualisms from more official version

15. Category: Miscellaneous (original students` answers)
- Any expectations but to have quality time
- Improve my tutoring skills
- Become more confident
- Revise grammar (7 answers over 3 years)
- When to use the and a and nothing
- General English too
- Revising prepositions
- Pronunciation; tasks on pronounciation (ca. 20 remarks over 3 years)
- Maybe some business English

16. Academic language teacher can
Act as facilitator and researcher
Build a dialogical relation between students and teacher
Allow autonomy to grow
(Co-) design syllabus and scenarios relevant to students
(Co-) plan tasks conducive to group work
Differentiate and specify learners’ objectives
Monitor dynamically (scaffolding)
Assess dynamically with relevant feedback
Recognise the role of peer feedback
Recognise the role of unitary competence as transferable across languages
Recognise the role of the learner’s strategies
Recognise the role of intercultural competence

18. English for PhD students
Work in progress: New syllabus for PhD students English course
English for PhD students
Academic component (communicating science)
Business component (business communications)

19. Where am I as a language teacher in searching for a new balance in my teaching?
New paradigm in LT/L New challenges for teachers in academia New challanges for universities What are universities for?
©Eaquals
Eaquals International Conference, Riga, 27 – 29 April 2017

20. Feel invited to cooperate
on a syllabus for PhD students
Hope to see you in Krakow in November 2019 at Eaquals Conference

21. Music: Jeremy Blake - Stardrive - Rock | Bright