VIVIANA CORTÉS
Georgia State University / USA Embassy
Viviana Cortes received her PhD in Applied Linguistics from Northern Arizona University in 2002 and she worked for the Program of Applied Linguistics and TESL at Iowa State University for six years before coming to Georgia State in the fall of 2008. At Iowa State she taught Descriptive Grammar, Discourse Analysis, English for Specific Purposes, and Advanced Academic Writing for international graduate Students. Before coming to the United States to pursue her graduate studies, she worked as an EFL teacher in Buenos Aires, Argentina, her hometown in different elementary and high schools as well as in a teaching training program. Her research interests include the analysis of recurrent word combinations, such as lexical bundles, in different academic registers, and different types of corpus-based grammatical studies as well as the use of corpora in the teaching of academic writing. She has presented her research at numerous local conferences and in conferences and symposiums in Spain, Mexico, and Argentina. Her research articles can be found in journals such as English for Specific Purpose, Applied Linguistics, the Journal of English for Academic Purposes, Linguistics and Education, and Corpora, and in several edited books.
Ponencias
Helping disciplinary faculty teach with English as a Medium of Instruction: Reviewing the elements of the curriculum for content and language integrated learning

Inglés Virtual Taller Congreso Internacional de Lenguas

The workshop will focus on different aspects of curriculum design that need to be revisited whencreating courses in the disciplines that are taught with English as a Medium of Instruction (EMI). We willstart analyzing different EMI contexts and then focus on the different aspects of the curriculum, such asthe assessment of needs, the design of goals, objectives, and learning outcomes, the adoption ordevelopment of materials and activities, and the choice of assessment tools. Each of these stages will beanalyzed in an attempt to create a plan of action to help faculty teaching disciplinary courses in Englishdesign appropriate curricula for their contexts. We will review some recent research studies thathighlight the importance that the language of instruction has in both classroom communication andcontent and how it may affect the teaching of both language and content in these classes.

Ponentes: VIVIANA CORTÉS

Exploring the connection between language and content in English for Academic Purposes (EAP)

Inglés Virtual Presentación Congreso Internacional de Lenguas

The English language teaching (ELT) field in general and the area of English for AcademicPurposes (EAP) in particular have witnessed the development of new approaches that integratelanguage and content. These approaches are meant to satisfy emerging language needs and mayhelp us keep up with the accelerated developmental paths of science and technology. There is nodenying that EAP, both general and specific, and the teaching of language and content indifferent academic contexts have become popular areas in the teaching of English for SpecificPurposes (ESP), as revealed by the number of studies recently published in top journals in ourfield and by the creation of new journals that focus on different aspects of the teaching oflanguage and content in academic settings. It is always important, however, to take intoconsideration the origins and development of the connection between language and content inEnglish language teaching, as well as the various contexts and approaches that call for theteaching of language and content in English as a Second Language (ESL) and English as aForeign Language (EFL) academic settings. In this presentation, I will highlight different aspectsof the integration of language and content in the teaching of EAP and in disciplinary teaching byexploring various approaches used in different academic contexts. We will start reviewing theproto-typical models for Content-Based Instruction (CBI), and then move onto emerging modelssuch as Content and Language Integrated Learning (CLIL) and English Medium Instruction(EMI), describing the role of instructors and students in each of these contexts. The importanceof language in contexts that merge language and content, particularly EMI contexts, will bediscussed through the analysis of two important phenomena that have become the focus of recentresearch developments: language related episodes (LREs) and content adaptations in L1 and L2teaching. After describing some cases that show the effect of these phenomena on disciplinaryteaching, we will explore ways to support faculty who are willing to teach with EMI and alsohelp our students become successful communicators in their target language contexts.

Ponentes: VIVIANA CORTÉS

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