1,721,189 research outputs found
EMI – A Tool for the Internationalisation of Higher Education
No full textOver the past two decades, EMI has emerged as a tool for the internationalisation of higher education as a necessary response to the forces of globalisation. As a result of the development of higher education in the same period in Europe and the rest of the world,1 EMI has become a growing trend. Through a change in the medium of instruction, Higher Education Institutions (HEIs) in Europe and beyond have initiated paradigm shifts in the delivery and services of higher education in order to enhance the quality of teaching and learning. Indeed, the question of language leads university teachers, as well as university leadership, to consider the linguistic, pedagogical and cultural implications of this new context, as well as to rethink the professional development of university teaching staff
ICLHE/CLIL at the Tertiary Level of Education. State-of-the-Art
No full textThis paper aims at introducing a forthcoming Doctorate in Education (Open University) research and a state-of-the-art literature review on CLIL at the tertiary level. Studies on CLIL have continued to increase in terms of its outcomes in primary and secondary schools, but there is still a lack of research at the tertiary level. In this context it is often referred to as: Adjunct Model, CBI (Content-based Instruction), Internationalisation. CLIL at the tertiary level has some peculiarities, which involve the type of study itself. Academic subjects nowadays are changing very rapidly and knowledge of disciplines is in one sense constructed but in another sense unchallenged by the members of the community. Students are faced with many teachers and a lot of different sources of knowledge many of which are in English (Wilkinson, 2004, 2006, 2007). There has also been an emerging population of students who are opting to study abroad rather than at home (Crandall, Kaufman, 2002).
This forthcoming qualitative research aims at providing data on, 1. the state of the art of CLIL at the tertiary level in Italy by means of a survey and 2. input presentation strategies of lecturers of scientific faculties teaching through English
CLIL (Content and Language Integrated Learning) through English in Italian Higher Education
No full textThis is a research study into an approach known as Content and Language Integrated Learning or CLIL through English in Italian higher education. There is as yet little agreement on terminology, definitions, learning theories or classroom approaches as regards CLIL. A distinction is therefore made between CLIL, ICLHE (Integrating Content and Language in Higher Education), Content-based Instruction, L2-medium Instruction and Bilingual Education. A rationale of the reasons why the terms CLIL or ICLHE, which imply the integration of content and language, have been chosen for this study is provided. The research design comprises both quantitative and qualitative elements. A questionnaire survey of all Italian universities profiled the many courses presently delivered using English as the vehicular language, and found some homogeneity in process and subjects, but differences linked to private or public funding and to geographical area. A survey of students (n=134) was designed and administered to obtain their evaluation of a list of techniques used by lecturers to help students understand lectures delivered through English. Respondents recognised and considered as useful most of the categories, including the use of repetitions, examples, summaries, definitions, synonyms, questions and emphasising with intonation. The qualitative part involved observing, recording, transcribing, and analysing lectures delivered through English by four university science lecturers, who were also interviewed. For each university, two lecturers were recorded giving at least three hours of lectures and their input presentation strategies were analysed. Results confirm the validity of some input presentation strategies and show similarities and differences between student and lecturer perceptions. The data also show discrepancies, at times, between the strategies considered useful by the lecturers and those actually used in the classes. Finally, the triangulated data show that non-native lecturers are creative in the use of input presentation strategies for students and that existing categories need extending
Lexis Presentation Strategies. Examples Using Nutrition Lexis in English at Primary, Secondary and Tertiary Education Levels
No full textIl presente lavoro parte dall’importanza dell’affrontare argomenti riguardanti la nutrizione nei contesti educativi. In particolare lo studio si basa sull’analisi del discorso nelle trascrizioni di tre lezioni in contesti assimilabili a quelli di inglese come lingua veicolare dove il cibo e la nutrizione rappresentano il contenuto della lezione. Sono state registrate tre lezioni in tre ordini diversi di istruzione: primaria, secondaria e terziaria. Si sono in seguito analizzate alcune strategie di presentazione del lessico presenti nella letteratura: ripetizioni e definizioni. Si è poi indagato se anche l’uso dell’umorismo potesse essere considerato una strategia di presentazione del lessico. I dati mostrano che nei tre ordini di istruzione vi sono somiglianze e differenze nell’utilizzo delle suddette strategie e i risultati si allineano solo in parte con la letteratura esistente a riguardo
Analisi di testi CLIL di scienze in inglese
No full textThe paper analyses two CLIL textbooks of Science in English. One is published in Bulgaria and the other one in Spain. The evaluation of these textbooks takes into consideration two parameters: the Flesch readability index and the indexes stated by the Project 2061. The results of this analysis show that the Spanish textbook is more valid than the Bulgarian one. The Bulgarian has a low readability index and a low score at the Project 2061 index. The Spanish textbook, on the contrary, has a high readability index and a high score at the Project 2061 one
Defamiliarising Input Presentation Strategies in CLIL. What do Students Think?
No full textCLIL (Content and Language Integrated Learning) is an approach which has already been widely developed throughout Europe; in Italy, a law (Legge Moratti, 53/2003; D.L. 17.10.2010 n. 226) requires its adoption during the final year of Liceo, Istituto Tecnico non professionale and from the third year of the Liceo Linguistico. Despite that fact that even in most European countries CLIL is carried out by content teachers, the supporting and collaborative role of the language teacher is still much needed if this approach, which calls for a balance between content and language objectives, is to be exploited in the best way possible.
For the above-mentioned reasons language learning risks becoming of secondary importance with respect to content learning, given that content teachers tend, because of their education, to give a prevalent role to the teaching of the subject matter (Dafouz Milne, 2011). It is very likely that the CLIL approach adopted by content teachers will be mainly based only on one type of language learning, the so-called incidental learning, which derives mainly from the teacher’s input (Pavesi, 2002). Precisely for this reason the input must be particularly well prepared, and in this sense, language teachers can play a supporting role for the content teachers, guiding them towards an awareness of the importance of this support. The input, that is, the language the learners are exposed to, is thus a crucial aspect in CLIL, as it is in all processes of teaching-learning (Krashen, 1985).
The paper analyses new strategies (henceforth called defamiliarising) are: the use of humour, the use of anecdotes, focusing on form (regarding grammar, lexis and pronunciation) and codeswitching. They have been defined as defamiliarising input presentation strategies because, from the lesson observations, it seemed they were adopted during moments of focus and greater attention on the part of the students. These input strategies, could be particularly useful for emphasising conceptual and linguistic aspects and maintaining in equilibrium that continual balance of stance between teacher and student typical of school contexts
Focus on Form in ICLHE Lectures in Italy
No full textThis paper seeks to provide an insight of the local context of ICLHE (Integrating Content and Language in Higher Education) in Italy. Its principal aim is descriptive although it discusses theoretical models since it pursues to establish the extent to which FoF (focus on form) is present in ICLHE lectures. This could indicate the extent to which lecturers have understood the intrinsic nature of integrating content and language objectives. By means of observations, recordings and transcriptions, data were obtained from the spoken English of Italian university lecturers in scientific fields teaching in English as the medium of instruction. ICLHE is carried out in Italy by subject teachers and not by language specialists. Thus one might expect university lecturers not to be attentive to the teaching of language. However, in this corpus sporadic examples of pre-emptive focus on form, through lexical and grammatical explanations, codeswitching strategies and input enhancement (typographical), have been found. The analysis of the results revealed a type of pre-emptive focus on form on the part of the lecturers which is rarely presented as such in the literature, namely codeswitching. Finally, the results furnish a pedagogical perspective, with evidence that content lecturers make certain use of FoF, thus revealing some degree of linguistic interest and awareness which could be further enhanced through the support of the language academic staff
"Non sarò mai più il docente di prima". L'identità dei docenti di discipline non linguistiche come apprendenti di lingua inglese
No full textIl lavoro mira a investigare l'identità dei docenti di discipline non linguistiche come apprendenti di lingua inglese. Per fare questo sono stati somministrati 76 questionari a docenti di dnl e si sono analizzati i commenti di suddetti docenti all'interno di un forum espressamente creato per la loro formazione CLIL. I risultati mostrano come il diventare docenti CLIL abbia portato a un cambio di identità dei docenti di dnl
I sottotitoli per sordi come sussidio didattico per EST (English for Science and Technology)
No full textIntralinguistic subtitling for deaf people is thought to be a good teaching aid for second language acquisition. We have compared the differences between the language used in the subtitles and that of the original dialogue in three sample episodes of E.R. Our analysis has shown that E.R. has linguistic characteristics which could make it a valid teaching aid for university students attending scientific faculties with a B2 level of competence of the English language. The linguistic peculiarities of E.R. such as high frequency of both specific lexis and colloquialisms would, therefore, expose the learner to the type of language matching his or her linguistic needs
Emi Teacher Training Courses in Europe
No full textEnglish-medium instruction has seen growth over the past 10 years in European non-English speaking countries. This phenomenon is nowadays taken for granted even though many issues are to be taken into account when a university course is delivered through English by non-native speakers. This is why some universities have started providing lecturer training all over Europe. This article seeks to give an overview of both linguistic and methodological EMI training in European countries
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