Integrating Content and Language in Higher Education

Table Of Contents

• Cover
• Title
• Copyright
• About the editors
• About the book
• This eBook can be cited
• Contents
• Preface (Roy Lyster)
• Content and language separation
• Content and language integration
• Teacher collaboration
• All teachers are language teachers
• References
• Introduction – ICLHE, professional practice, disruption, and quality (Jennifer Valcke / Robert Wilkinson)
• References
• Professional development of international classroom lecturers (Karen M. Lauridsen)
• 1. Introduction
• 2. Higher education teacher training – the current state of play
• 3. Internationalisation of higher education
• 4. So what are the issues?
• 5. The lecturers’ needs and how to meet them
• 6. Meeting the challenges – Continuing Professional Development (CPD)
• 7. Conclusion
• References
• Purposeful interaction and the professional development of content teachers: Observations of small-group teaching and learning in the international classroom (Kevin Haines)
• 1. Introduction
• 2. Facilitating purposeful interaction in the international classroom
• 3. Purposeful Interaction in the International Classroom
• 3.1 Diversity
• 3.2 Learning Outcomes
• 3.3 Pedagogy
• 4. Conclusion
• Acknowledgments
• References
• Teachers’ perceptions of need in EAP and ICLHE contexts (Maria Ellison / Sofia Aráujo / Marta Correia / Fátima Vieira)
• 1. Introduction
• 2. Examining teacher needs: a needs analysis approach
• 2.1. Present and Target Situational Analysis (PSA and TSA)
• 2.2. Deficiency analysis (DA)
• 2.3. Strategy and means analysis (SA and MA)
• 3. The EAP programme for academics at UP
• 3.1. Context
• 3.2. The EAP programme
• 4. The Study
• 4.1. Methodology
• 4.2. Initial needs analysis
• 4.3. Interim needs analysis
• 4.4. Final needs analysis
• 5. Conclusion
• References
• Teacher perceptions of teaching CLIL courses (Nina Niemelä / Heidi Jauni)
• 1. Introduction
• 2. Research design
• 2.1 Context
• 2.2 Participants
• 2.3 Instruments and procedures
• 3. Results
• a) Less frequently-used practices in teaching
• b) Wide variation between answers
• c) Blank answers
• 4. Conclusion
• References
• Appendix
• I feel traumatized: Teachers’ beliefs on the roles of languages and learning in CLIL (Erwin Gierlinger)
• 1. Introduction
• 2. Research design and methodology
• 2.1. Data coding
• 3. Results and discussion
• 3.1. C 1: CLIL teachers’ beliefs on the CLIL classroom as a social learning space
• 3.2. C 2: CLIL teachers’ pedagogical subject content beliefs
• 3.3. C 3: CLIL teachers’ pedagogical second language content beliefs
• 3.4. C 4: CLIL teachers’ pedagogical beliefs on code switching
• 3.4.1. C 4–1: Behaviour management code switching
• 3.4.2. C 4–2: Classroom and task management code switching
• 3.4.3. C 4–3: Concept management code switching
• 3.5. C 5: CLIL teachers’ beliefs on being dynamic language users
• 4. Conclusion
• References
• Researching tertiary EMI and pronunciation. A case study from Vienna (Karin Richter)
• 1. Introduction
• 2. The context
• 3. Research questions and methodology
• 4. Selected findings and discussion
• 4.1. Comparative analysis of the two groups
• 4.2. Factors accounting for difference in development
• 4.3 Informant #61
• 5. Conclusion
• List of acronyms used
• References
• Crossing borders: The challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries (Linda Weinberg / Miriam Symon)
• 1. Introduction
• 2. Collaboration between content and language instructors
• 3. The development process
• 3.1. Rationale
• 3.2. Syllabus design
• 3.3. Content goals
• 3.4. Language goals
• 3.5. Pedagogical approach
• 3.6. Course content and assignments
• 3.7. Assessment
• 4. Creating a support infrastructure
• 4.1. Professional development for English as a foreign language (EFL) and content lecturers
• 4.2. Language toolbox
• 5. Benefits and challenges
• 5.1. Collaboration between content and language experts
• 5.2. Challenges facing EMI students
• 5.3. Challenges facing EMI lecturers
• 5.4. Challenges facing EFL teachers
• 6. Crossing Borders
• References
• Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese University (Howard Brown)
• 1. Introduction
• 2. The context of EMI and EAP in Japan
• 3. EMI and the emergence of blended academic norms and practices
• 4. Adapting EAP to localized EMI needs: One university’s case
• 4.1 Communication across disciplinary boundaries
• 4.1.1 Cross-disciplinary communication at UNP
• 4.1.2 Interdisciplinary collaboration at UNP
• 5. Conclusion
• References
• Partial English instruction in English-medium instruction (EMI) practice: Perspectives from lecturers in a University in Indonesia (Nurmala Elmin Simbolon)
• 1. Introduction
• 2. EMI practice in global contexts
• 2.1 Studies of teacher perspectives/beliefs of EMI practice
• 2.2 The research question
• 3. Methodology
• 4. Results
• 4.1 Interviews
• 4.1.1 Partial English instruction
• 4.1.2 Reasons for partial English instruction
• 4.2 Classroom observations
• 5. Discussion and conclusions
• 5.1 Discussion
• 5.2 Conclusions
• References
• Differences in content presentation and learning outcomes in English-medium instruction (EMI) vs. Italian-medium instruction (IMI) contexts (Francesca Costa / Cristina Mariotti)
• 1. Introduction
• 2. Literature review
• 3. Methodology
• 3.1 Sample
• 3.2 Instruments
• 4. Interview analysis
• 5. Statistical analysis of exam marks
• 6. Discourse analysis of the transcriptions of the lectures
• 7. Discussion and conclusions
• References
• Challenges and opportunities of training teachers for plurilingual education (Elena Romero Alfaro / Francisco Zayas Martínez)
• 1. Introduction
• 1.1 Social responsibility and educational context
• 1.2 A new educational perspective for ITT at University
• 2. Defining language policies for a faculty of education
• 3. Piloting experiences and developing strategies
• 4. The plurilingual project today
• 4.1 The stakeholders
• 4.2 Language Upgrading Activities (LUP)
• 4.3 CLIL activities
• 4.4 Research activity in CLIL
• 4.5 Transferring and advising
• 5. Conclusions
• References
• Programme directors’ attitudes towards EMI quality assurance: An exploratory study (Patrick Studer / Curtis Gautschi)
• 1. Introduction
• 2. Conceptual framework
• 3. Method
• 4. Results
• 4.1 Beliefs about students
• 4.2 Beliefs about teachers
• 4.3 Beliefs about CLIL
• 4.4 Outlook
• 4.5 Beliefs about quality management for EMI
• 5. Discussion
• 6. Conclusion
• References
• Appendix
• Epilogue – New perspectives on professional practice in the integration of content and language in higher education (ICLHE) (Yolanda Ruiz de Zarobe)
• 1. Introduction
• 2. Professional practice and the role of the teacher
• 3. Content and language learning and use
• Funding
• References
• List of reviewers