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Integrating Content and Language in Higher Education

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.

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Professional development of international classroom lecturers (Karen M. Lauridsen)

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Karen M. LauridsenAarhus University, Denmark

Professional development of international classroom lecturers

Abstract: As a result of the development of European higher education over the past couple of decades, academic staff are expected to deliver on the institutional policies and strategies for internationalisation of the institution’s programmes of study and of the study environment. This article describes and discusses the state of the art in Continuing Professional Development (CPD) of international classroom lecturers and outlines the kind of training and other CPD that seem to be needed in this field. Applying the extended definition of the internationalisation of higher education proposed by de Wit, Hunter, Howard and Egron-Polak (2015) as the point of departure, the issues that lecturers are likely to face are briefly discussed as are the different types of intervention which are at the disposal of educational developers and other trainers or mentors. As most training or professional development still seems to be ad hoc activities, it is suggested that a more systematic and holistic approach would be beneficial for lecturers teaching in the international classroom.

Keywords: internationalisation of higher education; international classroom; institutional capabilities; professional development of lecturers; cultural competencies and intercultural communication

1. Introduction

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