Higher Education Perspectives on CLIL

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  • Higher Education Perspectives on CLIL

    University of Vic - Central University of CataloniaVic, 27 and 28 March 2014


  • Universities are offering more and more courses and programmes in an additional language. At HEPCLIL, therefore, we would like to debate the methodological im-plications of these changes, giving voice to practical classroom experiences and initiatives. We would also like to act as a platform for cutting-edge research on CLIL in higher education. What impact does teaching in an additional language have on content or language learning? What are the effects on teachers and stu-dents in higher education?

    Scientific committeeMarcos Canovas (UVic-UCC)Lloren Comajoan (UVic-UCC)Emma Dafouz (Complutense University of Madrid)Lucrcia Keim (UVic-UCC)Elisabet Pladevall (Universitat Autnoma de Barcelona)Anne Rsnen (University of Jyvskyl)Bob Wilkinson (Maastricht University)

    Organising committeeSarah Khan (UVic-UCC)Nria Medina (UVic-UCC)ngels Pinyana (UVic-UCC)Antoni Portell (CIFE, UVic-UCC)ngel Raluy (UVic-UCC)Richard Samson (UVic-UCC)Anna Vallbona (UVic-UCC)Montse Vancells (UVic-UCC)

    Research Group on Learning and Communication GRAC (UVic-UCC)Research Group on Education, Language and Literature GRELL (UVic-UCC)

    CollaboratorsCentre for Innovation and Training in Education CIFE (UVic-UCC)

  • Papers

    5. Syllabus Design 120. Content Learning 171. Language Learning 220. Assessment 242. Theoretical Framework

    The language of each title indicates the language used in that paper.

    Syllabus Design

    6. Ali-Lawson, Debra & Christine Beck (Bern University of Applied Sciences) Its not just about English!

    17. Alsina, Montserrat (Universitat Politcnica de Catalunya - BarcelonaTech) Asignaturas de Electrnica en la EPSEM: Planificacin de la imparticin en ingls

    28. Mira, Sara & Fernando San Jos Martnez, Chiquinquir Hontoria, Angeles Adn, Mara Blanco, Fernando Caldern, Victoria Carbonell, Carolina Chaya, Guillermo Fondevila, Trinidad Gonzlez, Carmen Marn, Antonio Molina, David Pereira, Miguel Quemada, Luis Ricote, Leonor Rodrguez Sinobas, Rosa Snchez Monje, Alberto Sanz Cobea (Universidad Politcnica de Madrid) Estudio para la implantacin de Programas en Ingls en los ttulos de grado de la ETSI Agrnomos de la Universidad Politcnica de Madrid

    39. Niemel, Nina & Heidi Jauni (Tampere University of Technology) Content and language integration as a part of a degree reform at Tampere University of Technology

    54. Romero Alfaro, Elena & Francisco Zayas Martnez (Universidad de Cdiz) Identidad docente y formacin inicial. El maestro generalista, el especialista de lengua extranjera y el maestro AICLE en un proyecto lingstico de centro

    67. Soler Ortnez, David & Mara Gonzlez-Davies, Anna Iesta Codina (University Ramon Llull) Implementing CLIL: essential factors from the perspective of leadership

    84. Toffle, Mary Ellen (University of Messina) Teaching cross-cultural competence and CLIL: A CLIL approach in International Relations university courses

    97. Torra, Imma & Araceli Adam (Universitat Politcnica de Catalunya BarcelonaTech), Alexandra Vraciu (Universitat Autnoma de Barcelona) Ian Stephens & Ian Stephens (Universitat Politcnica de Catalunya- ICE) CLILing at university: Insights from the lecturer training programme at the Universitat Politcnica de Catalunya

    109. Valds, Laura & Mariona Espinet (Universitat Autnoma de Barcelona) CLIL FAQs: Orientacions per a introduir langls a laula universitria

  • Content Learning

    121. De las Heras, F. Xavier C. & Conxita Lao, Jordi Fortuny, Montserrat Alsina (Universitat Politcnica de Catalunya-BarcelonaTech) Students viewpoint on engineering subjects taught in English

    131. Ginesta, Xavier & Emma Hitchen (University of Vic Central University of Catalonia) Learning journalistic opinion genres using CLIL methodology

    148. Marta Pey Pratdesaba (Institut Jaume Calls) The eTwinning Experience: Beyond the Classroom

    159. Antonio J. Talln-Ballesteros (University of Seville) An experience on Content and Language Integrated Learning in University lessons of Operating Systems in the Computer Science Area.

    Language Learning

    172. Bijeikiene, Vilma & Daiva Pundziuviene (Vytautas Magnus University) English as a medium of instruction in teaching other languages: attitudes and practices

    183. Jauni, Heidi & Nina Niemel (Tampere University of Technology) Language Learning in Task Management and Task Accomplishment

    204. Pastor Cesteros, Susana & Ana Mara Gil del Moral (Universidad de Alicante) Investigacin en docencia por contenidos (espaol como segunda lengua) en el proceso de internacionalizacin de la Universidad de Alicante


    221. Belda, Rosa Maria & Fernando Fornes, Consuelo Monerri, Sergio Nebauer, Milagros del Saz, Penny MacDonald, Debra Westall (Universitat Politcnica de Valncia) Evaluacin simultnea de las actividades de laboratorio de Biologa Celular y de expresin escrita en Ingls I de alumnos de Biotecnologa

    232. Nalan Kenny (Freelance) Assessment in CLIL

    Theoretical Framework

    243. Alsina, Montserrat (Universitat Politcnica de Catalunya-BarcelonaTech) Com explicar un sistema CLIL: un model dinmic newtoni

    256. Martn del Pozo, M ngeles (Universidad de Valladolid) A framework for the analysis of CLIL lecturers discourse from a genre perspective

    266. Pinyana, ngels & Sarah Khan (Universitat de Vic Universitat Central de Catalunya) A review of second language acquisition research in CLIL contexts in European higher education

  • Syllabus Design

  • HEPCLIL (Higher Education Perspectives on Content and Language Integrated Learning). Vic, 2014.

    Its not just about English!

    Debra Ali-Lawson Lecturer in Intercultural and International Management, former Head of the International Office i Christine Beck Present Head of the International Officeii

    This article addresses the issues which arose when offering an undergraduate degree with English as a Medium of Instruction (EMI) at the Bern University of Applied Sciences, Switzerland. It focuses on a number of challenges for three particular stakeholder groups: students, lecturers and administrative staff. In addition, it depicts how challenges in earlier phases led to adaptations of both content and the overall concept at later stages. It is a work-in-progress case study.

    1. The context

    Our organization, the Fachbereich Wirtschaft (FBW), was fully integrated into Bern

    University of Applied Sciences (BFH) in 2005. We offer degrees in business administration

    and business information systems. As a member of a university of applied sciences, we

    had to address the challenge of achieving one of the goals set by the Federal

    Government, namely, to become international. At that time, we did not have a network of

    partner institutions with which we could engage in student and staff mobility generally

    seen as one of the first stages of internationalization strategies in higher education

    institutions (HEI). In other words, we were starting from scratch.

    Although Switzerland has a high ranking in the field of education, the question we had to

    address was how an institution like ours, offering a generalist degree in business

    administration in German could become an attractive partner for other HEIs in Europe and

    further afield. We realized that we had to find a way to provide sufficient modules in

    English, if we wanted to attract students from not only German speaking countries. As a

    state-funded, not-for-profit institution, we could not simply set up a new degree programme

  • in English, flying in mother-tongue lecturers and financing the undertaking through

    student fees. Further, our limited financial resources forced us to start small.

    This article reports on the approach we adopted when we decided to introduce English as

    a medium of instruction (EMI), step by step, into our Bachelor in Business Administration

    (Bsc.BA) degree. Here, we wish to present some of the challenges we encountered and

    the decisions and actions we undertook to address these challenges. The report focuses

    on three stakeholder groups: students, staff (in particular lecturing staff) and the

    organizational unit, the FBW itself. Our approach is not representative of the BFH as a

    whole and can still be very much seen as work-in-progress.

    2. The approach taken to introduce EMI

    Switzerland is clearly not the USA. Here, grand ideas and large, ambitious plans are

    viewed with a sense of scepticism. Therefore, it was clear to us that we could not just forge

    ahead and try to sell the idea of a complete degree programme in English to the decision

    makers. As a result, we adopted a Salami tactic (in Swiss terms) - presenting and

    implementing a large programme of change in bite-sized slices.

    We initially suggested offering 30 ECTS points in English to help us establish a network of

    partner universities.

    then proposed increasing our offer to 60 ECTS, 30 per semester, in order to double the

    number of incoming students.

    then suggested offering our first year students the option of completing their second and

    third (final) year of studies in English.

  • finally recommended testing the student market in Bern to discover if there were enough

    students interested in doing a full BSc.BA degree in English.

    This whole process of incremental change took some five years and resulted in the

    creation of our International Program (I