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Integrating Content and Language in Higher Education

From Theory to Practice- Selected papers from the 2013 ICLHE Conference

Edited By Robert Wilkinson and Mary Louise Walsh

Higher education has seen dramatic changes in the past quarter of a century, notably in the language used for instruction. Universities worldwide are increasingly switching to English enabling them to attract a wide student population. This book presents a new collection of original papers showing how universities apply content and language integrated learning to their instructional contexts. The papers highlight the challenges of theory, policy, programme and course design, integration, and teacher and student competences. The diverse international contexts addressing not just English will be of particular interest to university teachers, educational administrators, linguists and others wishing to understand the instructional landscape of higher education today.
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English for public health teaching within the context of internationalisation in France


Abstract While there is considerable institutional resistance to using English rather than French as an instructional language within academic life in France, the French school of public health, the Ecole des Hautes Etudes en Santé Publique, has inaugurated international Master programmes taught in English. This innovation has been facilitated by the development of a tailor-made course “English for public health teaching”. This article aims to present its development and delivery. The methodology of identifying an appropriate theoretical model will be detailed, then the process of developing course content and its underlying principles will be described and finally course delivery with its strong and weak points will be highlighted.

Keywords: English for Public Health; competences for public health teaching; knowledge quartet; CLIL; programme design

1.  Introduction

It is well-known there is considerable ambivalence in France when it comes to the English people and the English language. There is a considerable institutional resistance to using English instead of French within academic life in France. Recently the use of English as L2 in teaching Higher Education Courses has re-emerged as a topic of public debate and has even featured in international news media.1 Indeed the French Senate has reaffirmed the principle that French ← 239 | 240 → should remain the language of instruction in France.2 French governments and the French people have great pride in their rich language and culture and defend it from being overwhelmed by the Anglo-American commercial and scientific tide. The ‘French exception’ is...

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