Challenges in Internalisation

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Challenges in Internalisation"

Transcription

1 Challenges in Internalisation University of Warsaw/ British Council 26 marca 2014 Challenges of implementing CLIL methodology at the tertiary level Ewa Guz University College of Language Teacher Education

2 Content and language integrated learning: defining the concept (a)n educational approach where content subjects are taught through the medium of a foreign language, typically to students participating in some form of mainstream education at primary, secondary but also tertiary level (Dalton-Puffer, Nikula and Smit 2010: 1) dual focus (2in1) methodological approach which assumes that people learn another language more successfully when they acquire information through it (Richards and Rogers 2001)

3 Content and language integrated learning: theoretical underpinnings: integrating the 4C s (Coyle et al 2010) HOLISTIC APPROACH content cognition communication culture assures progression in knowledge, skills and understanding of content engages learners in higher order cognitive processing allows for interaction in the communicative context, develops appropriate communication skills increases intercultural awareness

4 Content and language integrated learning in Europe origins of CLIL/CBI instruction - Northern American bilingual contexts (Canadian Immersion Programmes) rapid spread of CLIL across Europe EU language policy - unity in diversity principle CLIL = the opportunity for greater exposure to the language without requiring extra time in the curriculum (Commission of the European Communities, 2003: 8) internationalisation of tertiary level education (Bologna Process, European Higher Education Area (EHEA)) globalisation of English as a lingua franca recent large-scale migration within Europe

5 Advantages of CLIL instruction an authentic purpose (Dalton-Puffer 2008) a communicative and naturalistic learning environment (Communicative Language Teaching/Task-based learning) extra exposure to comprehensible input (language which is comprehensible because of the context, but which is at a slightly higher level than the learners competence and automatically promote acquisition) (Krashen 1985) context-embedded meaning-focusedcognitively challenging tasks (Grenfell 2002) opportunity for experiencing cultural diversity

6 Benefits of CLIL instruction for learners increased motivation (Lasagabaster 2011) greater linguistic proficiency (Lightbown and Spada 2006) greater intercultural understanding/preparation for internationalisation (Coyle et al 2009) = greater communicative sensibility, metalinguistic capacities and elasticity in thinking and creativity (Mehisto 2008)

7 Specifics of Polish tertiary level content-language instruction CBI and CLIL were originally the result of contextresponsive answers to emerging situations in Canada, the USA or Europe, other countries have started to embrace CBI-CLIL as an innovative approach in their quest for a revitalisation of the communicative approach. Banegas 2012: 127)

8 Implementing CLIL at the tertiary level in the Polish context: the content 27 programmes in English at three cycles of studies: Bachelor, Masters and PhD.+ 7 post-diplomma programmes in subjects ranging from archeology through chemistry to political sciences (International Relations Office at high-level academic content from a variety of scientific disciplines specified educational objectives/content assessment required (KRK guidelines) teachers = academic experts in content with L1 Polish content over language paradigm - curriculum of content subject delivered in a foreign language (Dalton-Puffer and Smit 2007)

9 Implementing CLIL at the tertiary level in the Polish context: the language language of instruction = English as a foreign not second language non-target language-like command of L2 (in teachers and learners) the role of learners mother tongue(s) and culture transfer of L1 literacy skills to L2 context

10 Strong/content driven CLIL (Coyle, Hood and Marsh, 2010: 1) syllabus based on specific subject content only classroom activities aim at practising content not language lack of linguistic focus/no language assessment instrumental role of language - language is introduced as and when it is necessary for the topics to be studied and the tasks to be performed fluency over accuracy/quantity over quality

11 CLIL in tertiary level-education in Poland: practical challenges for teachers (1) teacher education and development insufficient pre- or in-service training in CLIL methodology (Mehisto 2008) high-level expertise in content/lower-level expertise in language/zero expertise in CLIL methodology teacher identity - viewing yourself as EITHER a content or a language teacher, rather than a CLIL teacher feelings of inadequacy as regards language proficiency/low perceived authority/self-esteem issues

12 CLIL in tertiary level-education in Poland: practical challenges for teachers (2) lack of prior CLIL experience and modelling lack of strategies to integrate academic content with content-compatible language problems with various aspects of the didactic process: setting realistic pedagogic goals /lesson planning selecting/adapting/designing appropriate tasks and materials classroom discourse decisions - L1 vs L2, code-switching, translation sustaining classroom interaction course evaluation learner assessment

13 CLIL in tertiary level-education in Poland: classroom challenges for teachers (3) lack of clarity concerning the expectations towards the use of language - e.g. Mehisto (2008) found out that those CLIL classes which were only taught by content teachers featured second language support mostly through unnecessary translation lack of appropriate ready-made, teaching resources due to locality of CLIL courses increased preparation load lack of motivation

14 CLIL in tertiary level-education in Poland: practical challenges for learners (1) high cognitive demands due to combination of specialised content and language entry-level demands in terms of: L2 proficiency (general vs specialised discourse) content knowledge (academic) literacy critical thinking /autonomous learning/learning strategies for Polish students = forced/unnatural learning environment, cultural identity issues for foreign students = communication problems arising from cultural differences (teacher/student relationship, attitude towards plagiarism/assignments, learner assessment etc.)

15 CLIL in tertiary level-education in Poland: practical challenges for learners (2) confusion as to learning goals excessive focus on content/disregard for language = lack of improvement in language proficiency (Pica, 2002) imbalanced/uneven linguistic development: development of receptive rather than productive skills opportunities for comprehensible input rather than output fossilization due to incidental/language learning and lack of corrective feedback no increase in communicative competence lack of motivation/negative affective factors

16 CLIL in tertiary level-education in Poland: some (very) provisional solutions for teachers extensive pre- AND in-service training in CLIL methodology conducted by CLIL practitioners covering both theoretical and practical issues optional additional training in the target language promoting team-work in syllabus development support in materials development thorough learner needs analysis prior to instruction for learners transparent and well-defined entry-level requirements clear laid-out learning objectives culture-awareness training

17 Thank you!

18 Bibliography Banegas, D. (2012) Integrating content and language in English language teaching in secondary education: models, benefits and challenges. Studies in Second Language Teaching and Learning 2(1), Coyle, D. Holmes. B. and L. King (2009) Towards an Integrated Curriculum: CLIL National Statement and Guidelines. London: The Languages Company. Coyle, D., Hood, P., and D. Marsh (2010) CLIL. Cambridge: CUP. Dalton-Puffer, C., T. Nikula and U. Smit (2010) Language Use and Language Learning in CLIL classrooms. Amsterdam: John Benjamins. Dalton-Puffer, C. (2007) Discourse in CLIL classrooms, Amsterdam: John Benjamin. Dalton-Puffer, C. (2008) Outcomes and processes in CLIL: current research from Europe. In W. Delanoy, and L. Volkman (eds)., Future Perspectives for English Language Teaching, Heidelberg, Carl Winter. Dalton-Puffer, C. and U. Smit (2007) Introduction. In Empirical Perspectives on CLIL Classroom Discourse, C. Dalton-Puffer and U. Smit (eds), Frankfurt: Peter Lang. European Commission Communication Promoting language learning and linguistic diversity: An action plan Grenfell, M. (ed.) Modern Languages across the Curriculum. London: Routledge. Krashen, S. (1985) The Input Hypothesis. London: Longman. Lasagabaster, D. (2011) English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching 5(1), Lightbown, P. and N. Spada (2006) How Languages are Learned. Oxford: OUP. Mehisto, P. (2008). CLIL counterweights: Recognising and decreasing disjuncture in CLIL. International CLIL Research Journal, 1(1), Mehisto, P., Marsh, D. and M. J. Frigols (2008). Uncovering CLIL: Content and Language Integrated learning in Bilingual and Multilingual Education. Oxford: Macmillan Publishers. Pica, T. (2002) Subject matter content: does it assist the interactional and linguistic needs of classroom learners? The Modern Language Journal, 85(1), Richards, J.C. and T.S. Rodgers (2001) Approaches and Methods in Language Teaching (2nd ed.) New York: Cambridge University Press.

Master in Bilingual Education. MEBS06 CLIL Courses Planning & Design

Master in Bilingual Education. MEBS06 CLIL Courses Planning & Design Master in Bilingual Education MEBS06 CLIL Courses Planning & Design Subject: MEBS06 CLIL Courses Planning & Design ECTS Credits: 4 Type: Compulsory Academic Year: 2014-2015 Semester: 1st Lecturer: M.A.

More information

Integrating Content And Language In Specialized Language Teaching And Learning With The Help Of Ict

Integrating Content And Language In Specialized Language Teaching And Learning With The Help Of Ict Integrating Content And Language In Specialized Language Teaching And Learning With The Help Of Ict Viviana Gaballo E- mail: viviana.gaballo@unimc.it University of Macerata(Italy) Abstract In recent times

More information

Capacity building in CLIL: Challenge and Opportunity

Capacity building in CLIL: Challenge and Opportunity 7th ISAs Principals Seminar, Calgary 17 May 2011 Capacity building in CLIL: Challenge and Opportunity CLIL / AICLE: A definition CLIL is a dual-focused educational approach in which an additional language

More information

Language teaching and learning in multilingual classrooms. Summary and conclusions

Language teaching and learning in multilingual classrooms. Summary and conclusions Language teaching and learning in multilingual classrooms Summary and conclusions Table of Contents Table of Contents... 5 Executive summary... 6 Focus of this study... 6 The challenge... 6 Method...

More information

Katarzyna Papaja A QUALITATIVE EVALUATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN POLISH SECONDARY EDUCATION

Katarzyna Papaja A QUALITATIVE EVALUATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN POLISH SECONDARY EDUCATION University of Silesia Faculty of Philology Institute of English Katarzyna Papaja A QUALITATIVE EVALUATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN POLISH SECONDARY EDUCATION Ph.D. dissertation

More information

Guidelines for CLIL Implementation in Primary and Pre-primary Education

Guidelines for CLIL Implementation in Primary and Pre-primary Education Guidelines for CLIL Implementation in Primary and Pre-primary Education Edited by Sophie Ioannou-Georgiou Pavlos Pavlou This edited volume brings together the experiences and knowledge gained through the

More information

Language Policy. 1 Southbank International School: Language Policy

Language Policy. 1 Southbank International School: Language Policy 1 Southbank International School: Abstract : This document is intended to articulate Southbank International School s philosophy of language teaching and learning. This policy should be read in conjunction

More information

English as the medium of instruction: a response to internationalization.

English as the medium of instruction: a response to internationalization. English as the medium of instruction: a response to internationalization. T. Morell 1 ; M. Alesón 1 ; D. Bell 1 ; P. Escabias 1 ;; M. Palazón 1 ; R. Martínez 2 (Department of English Studies 1 and Department

More information

Difficulties that Arab Students Face in Learning English and the Importance of the Writing Skill Acquisition Key Words:

Difficulties that Arab Students Face in Learning English and the Importance of the Writing Skill Acquisition Key Words: Difficulties that Arab Students Face in Learning English and the Importance of the Writing Skill Acquisition Key Words: Lexical field academic proficiency syntactic repertoire context lexical categories

More information

Universidad de Alcalá

Universidad de Alcalá Didáctica del inglés como lengua extranjera y sus aplicaciones informáticas 251 // Didactics of English as a Foreign Language and its computer applications Grado en Estudios Ingleses Universidad de Alcalá

More information

FOREIGN LANGUAGE TEACHING AN INTERVIEW WITH NINA SPADA

FOREIGN LANGUAGE TEACHING AN INTERVIEW WITH NINA SPADA SPADA, Nina. Foreign Language Teaching: an interview with Nina Spada. ReVEL, vol. 2, n. 2, 2004. ISSN 1678-8931 [www.revel.inf.br/eng]. FOREIGN LANGUAGE TEACHING AN INTERVIEW WITH NINA SPADA Nina Spada

More information

MA in Teaching English to Speakers of Other Languages (TESOL) 2015/16

MA in Teaching English to Speakers of Other Languages (TESOL) 2015/16 MA in Teaching English to Speakers of Other Languages (TESOL) 2015/16 Programme structure full time students Full time students must complete the programme in one year. All students complete the following

More information

MA TESOL. Teaching English to Speakers of Other Languages

MA TESOL. Teaching English to Speakers of Other Languages Teaching English to Speakers of Other Languages The MA TESOL is a full-time specialist degree for people who wish to enhance their career prospects in the field of teaching English as a second, foreign

More information

2. The importance of needs analysis: brief review of the literature on the topic

2. The importance of needs analysis: brief review of the literature on the topic The importance of needs analysis in syllabus and course design. The CMC_E project: a case in point Lidia Gómez García - Universidade de Santiago de Compostela ABSTRACT This paper presents the results of

More information

English Language Quality Standards Programme

English Language Quality Standards Programme English Language Quality Standards Programme Teacher Training Courses Invest in your teachers so that your students get the best in the classroom The British Council has developed a range of online moderated

More information

Bibliographies. Beaven, B. (2010). IATEFL 2009: Cardiff Conference Selections. Cardiff (pp. 10-220). Canterbury: IATEFL.

Bibliographies. Beaven, B. (2010). IATEFL 2009: Cardiff Conference Selections. Cardiff (pp. 10-220). Canterbury: IATEFL. Bibliographies Beaven, B. (2010). IATEFL 2009: Cardiff Conference Selections. Cardiff (pp. 10-220). Canterbury: IATEFL. Booch, G., Rumbaugh, J. & Jacobson, I. (1999). The Unified Modeling language user

More information

Albert Einstein Academies Charter Elementary School. Language Policy 2015 2016. Teaching our children today to advance our shared humanity tomorrow

Albert Einstein Academies Charter Elementary School. Language Policy 2015 2016. Teaching our children today to advance our shared humanity tomorrow Albert Einstein Academies Charter Elementary School Language Policy 2015 2016 Teaching our children today to advance our shared humanity tomorrow What is the Purpose of the Language Policy? Achieve a common

More information

ASIGNATURA: CLIL Materials Development CÓDIGO: MEBS08

ASIGNATURA: CLIL Materials Development CÓDIGO: MEBS08 Máster en Educación Bilingüe para Profesores de Primaria y Secundaria ASIGNATURA: CLIL Materials Development CÓDIGO: MEBS08 Subject: MEBS08 CLIL Materials Development Credits: 4 Type: Compulsory Course:

More information

Continuing Professional Development (CPD) Framework for teachers

Continuing Professional Development (CPD) Framework for teachers Teaching for Success Continuing Professional Development (CPD) Framework for teachers Mat Wright www.teachingenglish.org.uk The British Council s Continuing Professional Development (CPD) Framework for

More information

ESP in European Higher Education. Integrating Language and Content

ESP in European Higher Education. Integrating Language and Content ESP in European Higher Education. Integrating Language and Content Inmaculada Fortanet-Gómez & Christine A. Räisänen (eds). Amsterdam: John Benjamins, 2008. 285 pages. ISBN 978-90-272-0520-9. This book

More information

Introducing: Content and Language Integrated Learning (CLIL)

Introducing: Content and Language Integrated Learning (CLIL) Acknowledgement: Parts of this paper were published in another form in an article in Literacy learning: the middle years. This paper can be accessed as Smala, S. (2009) (forthcoming, September, Vol 17,

More information

The Impact of ICT and Games Based Learning on Content and Language Integrated Learning

The Impact of ICT and Games Based Learning on Content and Language Integrated Learning The Impact of ICT and Games Based Learning on Content and Language Integrated Learning Lidia Wojtowicz, Mark Stansfield, Thomas Connolly, Thomas Hainey University of the West of Scotland (Scotland) Lidia.Wojtowicz@uws.ac.uk,

More information

IBC PhD programme: Professional Intercultural Communication

IBC PhD programme: Professional Intercultural Communication March 2014 IBC PhD programme: Professional Intercultural Communication The PhD programme in Professional Intercultural Communication (PINC) is hosted by the Department of International Business Communication

More information

Hacia dónde nos está llevando el CLIL?

Hacia dónde nos está llevando el CLIL? 2010, 33. 227-233 ISSN: 1577-0338 Where is CLIL taking us?? Hacia dónde nos está llevando el CLIL? Wendy Arnold* Abstract CLIL is a chameleon which means different things to different contexts. It is generating

More information

UNIVERZITA PALACKÉHO V OLOMOUCI

UNIVERZITA PALACKÉHO V OLOMOUCI UNIVERZITA PALACKÉHO V OLOMOUCI Pedagogická fakulta Katedra anglického jazyka Bc. JAN MELICHÁREK V. ročník prezenční studium Obor: Učitelství anglického jazyka pro 2. stupeň základních škol a učitelství

More information

CLIL: The approach for the future?

CLIL: The approach for the future? Jalo, Marcela Lilian; Pérez Albizú, Candela CLIL: The approach for the future? Puertas Abiertas 2014, no. 10 CITA SUGERIDA: Jalo, M. L; Pérez Albizú, C. (2014). CLIL: The approach for the future?. Puertas

More information

The Effects of CLIL from the Perspective of In- service Teachers in Salamanca (Castilla y León, Spain)

The Effects of CLIL from the Perspective of In- service Teachers in Salamanca (Castilla y León, Spain) EDUCAÇÃO E FORMAÇÃO The Effects of CLIL from the Perspective of In- service Teachers in Salamanca (Castilla y León, Spain) Prof. María Moliner Bernabé Pontifical University of Salamanca (Spain) mmolinerbe@upsa.es

More information

THE ROLE OF LANGUAGES IN THE EUROPEAN HIGHER EDUCATION AREA

THE ROLE OF LANGUAGES IN THE EUROPEAN HIGHER EDUCATION AREA THE ROLE OF LANGUAGES IN THE EUROPEAN HIGHER EDUCATION AREA An ELC memorandum developed in consultation with EUA, EURASHE, ENQA, and ESU proficiency in English is de facto part of any internationalisation

More information

The Facilitating Role of L1 in ESL Classes

The Facilitating Role of L1 in ESL Classes The Facilitating Role of L1 in ESL Classes Çağrı Tuğrul Mart Ishik University, Erbil, Iraq Email: tugrulbey@hotmail.com Abstract It has been widely advocated that insistence on English-only policy and

More information

Nefertari International Schools IBDP Candidate School Whole School Language Policy

Nefertari International Schools IBDP Candidate School Whole School Language Policy Nefertari International Schools IBDP Candidate School Whole School Language Policy Release Date: September 2014 To be Reviewed: September 2019 Introduction Before framing the language policy for the International

More information

THE MASTER'S DEGREE IN ENGLISH

THE MASTER'S DEGREE IN ENGLISH Academic regulations for THE MASTER'S DEGREE IN ENGLISH THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 1 Framework conditions Title Prepared by Effective date Prescribed points Master s degree

More information

Language Policy December 2011

Language Policy December 2011 Language Policy December 2011 Table of Contents I. MISSION; PURPOSE AND AIMS... 3 II. LANGUAGE PROFILE AND ADMISSIONS POLICIES... 5 III. LANGUAGE PROGRAMMES OVERVIEW... 6 IV. LANGUAGE A AND MOTHER TONGUE

More information

Supporting English Language Learners

Supporting English Language Learners Supporting English Language Learners English language learners are a richly heterogeneous group. The paths they take to acquire a new language and to adjust to their new environment are also varied and

More information

European Profile for Language Teacher Education. A Frame of Reference. Michael Kelly and Michael Grenfell University of Southampton

European Profile for Language Teacher Education. A Frame of Reference. Michael Kelly and Michael Grenfell University of Southampton European Profile for Language Teacher Education A Frame of Reference Michael Kelly and Michael Grenfell University of Southampton Education and Culture European Profile for Language Teacher Education A

More information

Modularising Multilingual and Multicultural Academic Communication Competence for BA and MA level MAGICC CONSULTATION INTERVIEW STUDENTS

Modularising Multilingual and Multicultural Academic Communication Competence for BA and MA level MAGICC CONSULTATION INTERVIEW STUDENTS 2011 2014 Project Number N 517575 LLP 1 2011 1 CH ERASMUS EMCR AGREEMENT N 2011 3648 / 001 001 Modularising Multilingual and Multicultural Academic Communication Competence for BA and MA level MAGICC CONSULTATION

More information

For examination in 2015

For examination in 2015 Cambridge International Certificate in Teaching with Digital Technologies 6224 Cambridge International Diploma in Teaching with Digital Technologies 6225 For examination in 2015 Preface This syllabus sets

More information

LEGAL TEXTS IN INTERNATIONAL BUSINESS An Interdisciplinary Course

LEGAL TEXTS IN INTERNATIONAL BUSINESS An Interdisciplinary Course The Government of the Russian Federation Higher School of Economics National Research University Faculty of Law Private International Law Department Private International Law Masters Degree Curriculum

More information

PLURILINGUALISM IN TEACHER EDUCATION FOR MULTICULTURAL SCHOOLS AND KINDERGARTENS IN ESTONIA

PLURILINGUALISM IN TEACHER EDUCATION FOR MULTICULTURAL SCHOOLS AND KINDERGARTENS IN ESTONIA PLURILINGUALISM IN TEACHER EDUCATION FOR MULTICULTURAL SCHOOLS AND KINDERGARTENS IN ESTONIA problems 113 Nina Raud, Anna Džalalova, Katri Raik Narva College of the University of Tartu, Narva, Estonia E-mail:

More information

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd)

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) 215 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work

More information

English Language Teaching 5000 Level Modules 2010/11 August 2010. 100 credits from ET5100 - ET5109, and 20 credits from ET5124 and ET5125

English Language Teaching 5000 Level Modules 2010/11 August 2010. 100 credits from ET5100 - ET5109, and 20 credits from ET5124 and ET5125 Degree Programmes TESOL with TESOL with Trinity Diploma by TESOL with TESOL with Trinity Diploma by Programme Requirements (Full-time local mode): (Collaborative mode): TESOL with 100 credits from ET5100

More information

Teaching Framework. How and why the framework was developed

Teaching Framework. How and why the framework was developed Teaching Framework How and why the framework was developed CE/3007d/5Y05 UCLES 2015 How and why the framework was developed Cambridge English Teaching Qualifications have achieved wide recognition and

More information

MEBS08 Desarrollo de Materiales CLIL

MEBS08 Desarrollo de Materiales CLIL MEBS08 Desarrollo de Materiales CLIL Subject: Desarrollo de Materiales CLIL / CLIL Materials Development Type: Compulsory Language: English Instruction: Blended Credits: 4 Semester: 2nd Professor: Beatriz

More information

Foreign language teaching in basic and secondary education in Finland

Foreign language teaching in basic and secondary education in Finland Foreign language teaching in basic and secondary education in Finland Sari Pöyhönen Centre for Applied Language Studies (CALS) University of Jyväskylä, Finland sari.poyhonen@campus.jyu.fi AIMS OF THE PRESENTATION

More information

Cambridge International Examinations

Cambridge International Examinations Cambridge International Examinations Implementazione e Creazione di una Comunita Globale Alessandra Varriale Schools Development Manager, Europe Objectives Cambridge International Examinations Cambridge

More information

Syllabus for the Master s Degree Program in English Language Teaching. Paper I: Introduction to Linguistics, ELT & Literary Theory

Syllabus for the Master s Degree Program in English Language Teaching. Paper I: Introduction to Linguistics, ELT & Literary Theory Syllabus for the Master s Degree Program in English Language Teaching Paper -I: Introduction to Linguistics, ELT & Literary Theory Paper II: Applied Linguistics Paper-III: The Phonetics and Phonology of

More information

Master in Economics. Marianne Snakers

Master in Economics. Marianne Snakers Master in Economics R The of Key success factors A position of excellence through the production of original intellectual work that creates a difference in teaching and expertise, recognized for and by

More information

Doctor of Education (EdD) in TESOL AVAILABLE IN EXETER AND DUBAI

Doctor of Education (EdD) in TESOL AVAILABLE IN EXETER AND DUBAI Doctor of Education (EdD) in TESOL AVAILABLE IN EXETER AND DUBAI The Programme The degree of Doctor of Education (EdD) in TESOL aims to provide experienced professionals within the field of language teaching

More information

Bilingual education support with Cambridge Lauren Harris Education Officer, Teaching and Learning Team

Bilingual education support with Cambridge Lauren Harris Education Officer, Teaching and Learning Team Bilingual education support with Cambridge Lauren Harris Education Officer, Teaching and Learning Team Cambridge Schools Conference, 2015 Who? How? Why? Who? Space for subtitle 20pt Presenter s Name Job

More information

ENHANCING RECEPTIVE SKILLS IN FOREIGN LANGUAGE COURSES THROUGH CBLI APPLICATIONS WITH SPECIFIC REFERENCE TO ENGINEERING*

ENHANCING RECEPTIVE SKILLS IN FOREIGN LANGUAGE COURSES THROUGH CBLI APPLICATIONS WITH SPECIFIC REFERENCE TO ENGINEERING* - 533 - Uluslararası Sosyal Araştırmalar Dergisi The Journal of International Social Research Cilt: 7 Sayı: 32 Volume: 7 Issue: 32 www.sosyalarastirmalar.com Issn: 1307-9581 ENHANCING RECEPTIVE SKILLS

More information

Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 2 (1). 111-136 http://www.ssllt.amu.edu.pl Integrating

More information

A Dual Focus on Form and Meaning in EFL Communicative Instruction

A Dual Focus on Form and Meaning in EFL Communicative Instruction A Dual Focus on Form and Meaning in EFL Communicative Instruction I-Shou University, Kaohsiung Abstract This paper examines an issue concerning the relative merits and drawbacks of focusing on form (accuracy)

More information

Cambridge International Certificate in Teaching and Learning 6208 Cambridge International Diploma in Teaching and Learning 6209

Cambridge International Certificate in Teaching and Learning 6208 Cambridge International Diploma in Teaching and Learning 6209 Cambridge International Certificate in Teaching and Learning 6208 Cambridge International Diploma in Teaching and Learning 6209 Preface This syllabus sets out the details of the Certificate and Diploma

More information

SECOND LANGUAGE FACILITY OF STUDENT TEACHERS IN THE PHILIPPINES: AN OPPORTUNITY OR A CHALLENGE?

SECOND LANGUAGE FACILITY OF STUDENT TEACHERS IN THE PHILIPPINES: AN OPPORTUNITY OR A CHALLENGE? SECOND LANUAE ACILITY O STUDENT TEACHERS IN THE PHILIPPINES: AN OPPORTUNITY OR A CHALLENE? Ethel L. Abao Cebu Normal University Cebu City, Philippines Abstract In the 21 st century, effective communication

More information

CURRICULUM VITAE. Şebnem Yalçın (PhD) Boğaziçi University Department of Foreign Language Education Faculty of Education Bebek İstanbul

CURRICULUM VITAE. Şebnem Yalçın (PhD) Boğaziçi University Department of Foreign Language Education Faculty of Education Bebek İstanbul CURRICULUM VITAE Şebnem Yalçın (PhD) Boğaziçi University Department of Foreign Language Education Faculty of Education Bebek İstanbul e-mail: sebnem.yalcin@boun.edu.tr phone: (212) 359 4609 EDUCATION 2007-2012:

More information

List of Specialized Programmes of the British Council for Professional Development of Teachers

List of Specialized Programmes of the British Council for Professional Development of Teachers Annex 1 List of Specialized Programmes of the British Council for Professional Development of Teachers This Annex to the Memorandum of Understanding between the Ministry of Education, Science and Technological

More information

PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice

PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice Awarding body: Institute of Education, University of London / City University London Teaching Institutions:

More information

APEC Online Consumer Checklist for English Language Programs

APEC Online Consumer Checklist for English Language Programs APEC Online Consumer Checklist for English Language Programs The APEC Online Consumer Checklist For English Language Programs will serve the training needs of government officials, businesspeople, students,

More information

CLIL in Spain: Implementation, Results and Teacher Training

CLIL in Spain: Implementation, Results and Teacher Training CLIL in Spain: Implementation, Results and Teacher Training Edited by David Lasagabaster and Yolanda Ruiz de Zarobe CLIL in Spain: Implementation, Results and Teacher Training, Edited by David Lasagabaster

More information

Programme Specification and Curriculum Map for MA TESOL

Programme Specification and Curriculum Map for MA TESOL Programme Specification and Curriculum Map for MA TESOL 1. Programme title MA TESOL 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme accredited by

More information

DISSEMINATION DOCUMENT CHAPTER 1. Language needs for the language industries and language-related professions

DISSEMINATION DOCUMENT CHAPTER 1. Language needs for the language industries and language-related professions DISSEMINATION DOCUMENT CHAPTER 1 Language needs for the language industries and language-related professions The following chapter aims to summarize the findings of three years of research and consultations

More information

Bilingual Degree Teachers Beliefs: A Case Study in a Tertiary Setting. Matthew Johnson. Universidad de Alcalá de Henares

Bilingual Degree Teachers Beliefs: A Case Study in a Tertiary Setting. Matthew Johnson. Universidad de Alcalá de Henares 1 : A Case Study in a Tertiary Setting Matthew Johnson Universidad de Alcalá de Henares 2 TABLE OF CONTENTS Introduction...3 Literature Review..4 CLIL..4 What is CLIL?...5 What is CLIL not?.9 Why CLIL?...12

More information

The European Conference on Language Learning 2013. Official Conference Proceedings

The European Conference on Language Learning 2013. Official Conference Proceedings Teresa Ranieri, University of Bari, Italy Annarita Taronna, University of Bari, Italy The European Conference on Language Learning 2013 Official Conference Proceedings CROSS THAT BRIDGE WHEN YOU COME TO

More information

OF MASTER ATION EDUC

OF MASTER ATION EDUC OF EDUCATION AN INSTITUTE OF DISTINCTION The National Institute of Education (NIE) is Singapore s national teacher education institute with a key role in shaping Singapore s education. Established in July

More information

English academic writing difficulties of engineering students at the tertiary level in China

English academic writing difficulties of engineering students at the tertiary level in China World Transactions on Engineering and Technology Education Vol.13, No.3, 2015 2015 WIETE English academic writing difficulties of engineering students at the tertiary level in China Gengsheng Xiao & Xin

More information

The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information.

The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information. Master of Education Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information. Description

More information

SUBJECT-SPECIFIC CRITERIA

SUBJECT-SPECIFIC CRITERIA SUBJECT-SPECIFIC CRITERIA Relating to the accreditation of Bachelor s and Master s degree programmes in industrial engineering (as of 09 December 2011) The following specifications complement the ASIIN

More information

CEC Initial Level Special Educator Preparation Standards 1

CEC Initial Level Special Educator Preparation Standards 1 Page 1 of 11 CEC Initial Level Special Educator Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and the

More information

Strategy of the Federal and Länder Ministers of Science. for the Internationalisation of the Higher Education Institutions.

Strategy of the Federal and Länder Ministers of Science. for the Internationalisation of the Higher Education Institutions. Strategy of the Federal and Länder Ministers of Science for the Internationalisation of the Higher Education Institutions in Germany (Resolution of the 18th Meeting of the Joint Science Conference in Berlin

More information

PROFILE REPORT BILINGUAL EDUCATION (ENGLISH) IN POLAND

PROFILE REPORT BILINGUAL EDUCATION (ENGLISH) IN POLAND PROFILE REPORT BILINGUAL EDUCATION (ENGLISH) IN POLAND OVERVIEW OF PRACTICE IN SELECTED SCHOOLS Acknowledgements This project has been initiated and coordinated by the National Centre for Teacher Training

More information

Learning a Foreign Language (English) in Primary Education through ICT

Learning a Foreign Language (English) in Primary Education through ICT Learning a Foreign Language (English) in Primary Education through ICT 2015/2016 Code: 103580 ECTS Credits: 6 Degree Type Year Semester 2500798 Primary Education OT 4 0 Contact Name: Melinda Ann Dooly

More information

B.Ed. Two Year Programme. F.2: Human Development, Diversity and Learning

B.Ed. Two Year Programme. F.2: Human Development, Diversity and Learning B.Ed. Two Year Programme F.2: Human Development, Diversity and Learning Maximum Marks: 100 Vision This course will facilitate an understanding of the processes of development and learning and some of the

More information

An Overview of Applied Linguistics

An Overview of Applied Linguistics An Overview of Applied Linguistics Edited by: Norbert Schmitt Abeer Alharbi What is Linguistics? It is a scientific study of a language It s goal is To describe the varieties of languages and explain the

More information

Case Study 1 Intercultural collaborative learning: creating and marketing an EFL online application

Case Study 1 Intercultural collaborative learning: creating and marketing an EFL online application Case studies Case Study 1 Intercultural collaborative learning: creating and marketing an EFL online application Kosmas Vlachos, Hellenic Open University, Greece Aušra Netikšien, Vilnius College of Higher

More information

PROGRAMME SPECIFICATION 2014-2015. Programme Title. MA in TESOL. UCAS/JACS Code. School/Subject Area. Final Award

PROGRAMME SPECIFICATION 2014-2015. Programme Title. MA in TESOL. UCAS/JACS Code. School/Subject Area. Final Award PROGRAMME SPECIFICATION 2014-2015 Programme Title UCAS/JACS Code School/Subject Area Final Award Interim Award(s) Mode(s) of Study MA in TESOL X162 LSS MA Postgraduate Certificate (60 credits) Postgraduate

More information

Improving the effectiveness of language learning: CLIL and computer assisted language learning

Improving the effectiveness of language learning: CLIL and computer assisted language learning Improving the effectiveness of language learning: CLIL and computer assisted language learning 25 June 2014 Education and Training Improving the effectiveness of language learning: CLIL and computer assisted

More information

Teachers Code-Switching in Classroom Instructions for Low English Proficient Learners

Teachers Code-Switching in Classroom Instructions for Low English Proficient Learners Teachers Code-Switching in Classroom Instructions for Low English Proficient Learners Badrul Hisham Ahmad Academy of Language Studies, Universiti Teknologi MARA, 02600 Arau, Perlis. Malaysia Tel: 60-4-984-440

More information

Master Degree of Arts in Education: Teaching English to Speakers of Other Language (TESOL) In Cooperation with

Master Degree of Arts in Education: Teaching English to Speakers of Other Language (TESOL) In Cooperation with Master Degree of Arts in Education: Teaching English to Speakers of Other Language (TESOL) In Cooperation with The School of Education at The University of Leeds, UK 2007/2008 Introduction The importance

More information

Culture and Second Language Acquisition. Christopher L. Spackman. Ohio Dominican University

Culture and Second Language Acquisition. Christopher L. Spackman. Ohio Dominican University Culture and SLA 1 Running head: CULTURE AND SLA Culture and Second Language Acquisition Christopher L. Spackman Ohio Dominican University Culture and SLA 2 Culture and Second Language Acquisition Culture

More information

Journal of Second Language Teaching and Research Volume One Issue One

Journal of Second Language Teaching and Research Volume One Issue One Linguistic Imperialism Continued Author: Robert Phillipson Publisher: Routledge, 2010, 288pp., 32.99 ISBN 978-0-415-87201-0 Linguistic Imperialism (1992) has had a dramatic impact on contemporary English

More information

Science teachers pedagogical studies in Finland

Science teachers pedagogical studies in Finland 1 Science teachers pedagogical studies in Finland Jari Lavonen Summary An overview of planning, organising and evaluating of science teachers pedagogical studies in Finland is given. Examples are from

More information

Programme Specification (Postgraduate) Date amended: March 2012

Programme Specification (Postgraduate) Date amended: March 2012 Programme Specification (Postgraduate) Date amended: March 2012 1. Programme Title(s): MA in Applied Linguistics and TESOL 2. Awarding body or institution: University of Leicester 3. a) Mode of study Campus:

More information

Academic success for non-native English speakers in English-medium international schools: The role of the Secondary ESL department

Academic success for non-native English speakers in English-medium international schools: The role of the Secondary ESL department 1 NOTE: This article was originally published in NALDIC Quarterly Autumn 2009 ------------------------------------------------------------------------------------------------------ Academic success for

More information

Secondary School Language Policy

Secondary School Language Policy Secondary School Policy Philosophy In the Secondary School section of the International School of Toulouse (IST) we understand that all learning involves learning languages, learning about languages, and

More information

Postgraduate Studies MASTER S (2ND CYCLE) PROGRAM IN ENGLISH LANGUAGE TEACHING (ELT)

Postgraduate Studies MASTER S (2ND CYCLE) PROGRAM IN ENGLISH LANGUAGE TEACHING (ELT) Postgraduate Studies MASTER S (2ND CYCLE) PROGRAM IN ENGLISH LANGUAGE TEACHING (ELT) The Faculty of Pedagogical and Methodological Training will offer a 2nd cycle degree course of study leading to a Masters

More information

Applying Communicative Language Teaching in Teaching English for Foreign language Learners.

Applying Communicative Language Teaching in Teaching English for Foreign language Learners. Applying Communicative Language Teaching in Teaching English for Foreign language Learners. Manalullaili Raden Fatah State Islamic University Palembang Abstract Teaching second or foreign language is not

More information

The EMT Translator Trainer Profile Competences of the trainer in translation

The EMT Translator Trainer Profile Competences of the trainer in translation Version 12 September 2013 1 Introduction The EMT Translator Trainer Profile Competences of the trainer in translation This document, produced under the auspices of the European Master s in Translation

More information

Teaching through a foreign language

Teaching through a foreign language T E A C H I N G Teaching through a foreign language A guide for teachers and schools to using foreign languages in content teaching Maria Pavesi Daniela Bertocchi Marie Hofmannová Monika Kazianka General

More information

Teacher Development Course Descriptions

Teacher Development Course Descriptions Teacher Development Course Descriptions Course Overview A range of 1-week (20 hours) or 2-week (40 hours) courses Methodology and practical training ideas for language and subject teachers Individual tutorials

More information

Phone: 273-3742 / e-mail: jgleas@ufl.edu

Phone: 273-3742 / e-mail: jgleas@ufl.edu FOL 6943, Fall 2013 Language Teaching Methods T (8:30-9:20) R (8:30-10:25) MAR 0112 Dr. Jesse Gleason 241 Dauer Hall Office Hours: T: 10-11/R: 11-12 & by appt Phone: 273-3742 / e-mail: jgleas@ufl.edu Course

More information

Research into competency models in arts education

Research into competency models in arts education Research into competency models in arts education Paper presented at the BMBF Workshop International Perspectives of Research in Arts Education, Nov. 4 th and 5 th, 2013. Folkert Haanstra, Amsterdam School

More information

What Do We Teach: Applied Linguistics or Language Teaching Methodology?

What Do We Teach: Applied Linguistics or Language Teaching Methodology? Theory and Practice in English Studies 3 (2005): Proceedings from the Eighth Conference of British, American and Canadian Studies. Brno: Masarykova univerzita What Do We Teach: Applied Linguistics or Language

More information

Instruction: Design, Delivery, Assessment Worksheet

Instruction: Design, Delivery, Assessment Worksheet Reading Specialist Instruction: Design, Delivery, Assessment Worksheet Sponsoring Organization University of Massachusetts Amherst Program/Group of Programs Reading Specialist Required Documents Program

More information

Brochure version 1 February 2015

Brochure version 1 February 2015 Brochure version 1 February 2015 Pilot Bilingual Primary Education in the Netherlands A pilot project with the aim of introducing a form of bilingual primary education to the Netherlands was introduced

More information

A. Master of Science Programme (120 credits) in Development Studies (Masterprogram i utvecklingsstudier)

A. Master of Science Programme (120 credits) in Development Studies (Masterprogram i utvecklingsstudier) Dnr U 2015/278 Faculty of Social Sciences A. Master of Science Programme (120 credits) in Development Studies (Masterprogram i utvecklingsstudier) Credits: 120 higher education credits Cycle: Second cycle

More information

A. Master of Science Programme (120 credits) in Global Studies (Masterprogram i globala studier)

A. Master of Science Programme (120 credits) in Global Studies (Masterprogram i globala studier) Dnr U 2015/278 Faculty of Social Sciences A. Master of Science Programme (120 credits) in Global Studies (Masterprogram i globala studier) Credits: 120 higher education credits Cycle: Second cycle Programme

More information

SYLLABUS. Cambridge O Level. Second Language Urdu. For examination in June and November 2016. Cambridge Secondary 2. www.theallpapers.

SYLLABUS. Cambridge O Level. Second Language Urdu. For examination in June and November 2016. Cambridge Secondary 2. www.theallpapers. SYLLABUS Cambridge O Level Second Language Urdu 3248 For examination in June and November 2016 Cambridge Secondary 2 Changes to syllabus for 2016 This syllabus has been updated, but there are no significant

More information

Helping teachers get the best from their students

Helping teachers get the best from their students Helping teachers get the best from their students Cambridge English Teacher Development We are a world leader in teacher development, offering globally accepted teaching qualifications and Continuing Professional

More information

M. Luz Celaya Universidad de Barcelona mluzcelaya@ub.edu

M. Luz Celaya Universidad de Barcelona mluzcelaya@ub.edu María del Pilar García Mayo and María Luisa García Lecumberri, eds. 2003: Age and the Acquisition of English as a Foreign Language. Clevedon: Multilingual Matters. M. Luz Celaya Universidad de Barcelona

More information

Curriculum for the Master of Arts programme in Slavonic Studies at the Faculty of Humanities 2 of the University of Innsbruck

Curriculum for the Master of Arts programme in Slavonic Studies at the Faculty of Humanities 2 of the University of Innsbruck The English version of the curriculum for the Master of Arts programme in Slavonic Studies is not legally binding and is for informational purposes only. The legal basis is regulated in the curriculum

More information

THE UNIVERSITY OF BIRMINGHAM. English Language & Applied Linguistics SECOND TERM ESSAY

THE UNIVERSITY OF BIRMINGHAM. English Language & Applied Linguistics SECOND TERM ESSAY THE UNIVERSITY OF BIRMINGHAM English Language & Applied Linguistics SECOND TERM ESSAY Student Number: 1277536 MA - TEFL/TESL 2012/2013 Title of option(s) for which work is being submitted: Business English

More information