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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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EMI and pronunciation – Outline of a longitudinal case study



Abstract An increasing number of institutions of higher education all over the world are now offering programmes taught wholly or partly in English. This approach is widely believed to significantly improve students’ content knowledge as well as their foreign language competence. With this context in mind, this study addresses the question of whether and how English-medium teaching affects the students’ pronunciation skills. This paper outlines a longitudinal research project that is currently being carried out at a University of Applied Sciences in Vienna, where a bilingual (German/English) undergraduate degree programme is offered in which up to 50% of the classes are held in English. With the majority of the lecturers being native speakers of English, the question arises as to whether and to what extent the high quality and quantity of input translates into a reduced foreign accent. A group of students from the bilingual and a control group from the German programme are recorded twice – once at the beginning (2011) and once at the end of their studies (2014). These recordings are then rated by a number of experienced pronunciation teachers. A diachronic and synchronic analysis of the scores obtained is envisaged to shed light on the question of how and to what extent the students’ pronunciation skills develop over time. Preliminary findings suggest that at the beginning of the study the focus group already outperforms the control group. In addition, it has been found that the students from the bilingual programme are more inclined to spend...

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