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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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Epilogue – New perspectives on professional practice in the integration of content and language in higher education (ICLHE) (Yolanda Ruiz de Zarobe)

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Yolanda Ruiz de ZarobeUniversity of the Basque Country, UPV/EHU, Spain

Epilogue – New perspectives on professional practice in the integration of content and language in higher education (ICLHE)

1. Introduction

My niece Marina, who studies Chemistry at the University of the Basque Country in Spain, started her Erasmus placement at a Danish university in August 2016. Two weeks into the course, I telephoned her to see how she was. She told me that she was very happy, still a little overwhelmed by the experience, but acknowledged the opportunity she had been given to live abroad, meet new people, improve her foreign language competence and face the new challenges she encountered with a new-found openness. She was very surprised at the organisation of the classes and at her fellow students who came from many different countries, all of them communicating in English. She mentioned the example of a student from China, who listened to the lectures in English but took notes in Chinese, which she found surprising. After less than a month, I could feel how she was starting to experience a change of mindset.

According to the Erasmus Impact Study: Effects of mobility on the skills and employability of students and the internationalisation of higher education institutions, carried out by the European Union (2014), Erasmus students are in a better position to find their first job and to enhance their career development, lead a more international life and are more likely to live...

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