What the English lecturer learned
from this exercise and why she thinks it is a good practice example:
Building a relationship with
students is easier when you know something about them. This is sometimes difficult to do during class because of the
number of students. In a letter,
students communicate what they want to share – they are not put on the spot like when a question is asked directly in
class.
When there are common interests
(either between the educator and the student or between different students), this can benefit the atmosphere in
class. Especially in a foreign
language class, a positive, open, and friendly atmosphere is essential since this can reduce
inhibitions when it comes to speaking.
It is useful
to understand students'
motivation to study this particular course.
The third question is especially
useful for different reasons. Firstly, the educator can get an idea of how varied the levels and experience of English
are (often very heterogeneous - some
students have spent more than a year in an English-speaking country,
some spoke it for the
last time at school years
ago).
Secondly, their feelings about
the language are also very important for an educator. It can be assumed
that it is easier to admit in a letter, rather than face to face in front of peers, when you have problems, anxiety or
do not like speaking English for example. If the educator is aware of this they can make sure they are sensitive to these attitudes in the classroom.
Reflecting of the necessity of the course
they are taking
is beneficial. It is more useful that students realise themselves why they
need what they are doing rather than the educator simply
telling them
In the past the lecturer has also
written a letter to the students herself – they got this letter first and had to reply with
their own.
Not suitable for very big groups. Around
15 students max. recommended
The letter would also potentially
provide information helpful for creating Personas – if this is a goal.
Extension of the GP” Introductory Letter
in English Language
Course”: Diverse Group
Formations in the CLIL* classroom
At the FH Joanneum Institute of
Social Work, several courses, including International and Intercultural
Social Work, use a CLIL-based
approach.
This means that subject-specific content is taught
in a foreign language – in this case, English. This method aims to enhance
both subject-specific knowledge and language skills
simultaneously.