Perspectives on Professional Practice
Edited By Jennifer Valcke and Robert Wilkinson
This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers.
Introduction – ICLHE, professional practice, disruption, and quality (Jennifer Valcke / Robert Wilkinson)
Jennifer Valcke Karolinska Institutet, Stockholm, SwedenRobert WilkinsonMaastricht University, Netherlands
Introduction – ICLHE, professional practice, disruption, and quality
The papers in this volume represent the themes that dominated the fourth international conference on Integrating Content and Language in Higher Education (ICLHE) at the Université libre de Bruxelles, Belgium. Many of the sessions and workshops dealt with teacher perceptions and beliefs about teaching and learning through an additional language, and the impact of language of instruction on teaching pedagogy. A strong focus was placed on collaborative teaching, professional development for higher education teachers, programme and course development, as well as quality assurance. Finally, the role of the first and additional languages in bi- or multilingual learning contexts was also a pervading theme. What is most noticeable is the dominant position of English as the instructional language in almost all the educational contexts discussed in these contributions.
Although the extent of higher education programmes through the medium of English remains a minor but growing practice (under 6 % of all programmes at least in Europe1, according to Maiworm & Wächter, 2014:38), the range of programmes fully in other languages2 is extremely limited. There is, however, plenty of evidence for bilingual or multilingual programmes where some courses are offered in an additional language or where students are obliged to acquire knowledge of a third language as part of their degree programme (Coste, 2013). Nevertheless, the dominance of English-medium instruction (EMI) is a striking trend, not merely throughout...
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