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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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A comparative study on the use of pronunciation strategies for highlighting information in university lectures


Abstract The effectiveness of the transmission of academic content through a foreign language resides in the successful use of pronunciation to ensure the students correctly understand academic information. Intelligibility may be affected by an improper use of phoneme distinctions. However, it is the suprasegmental features that are responsible for ensuring the necessary degree of intelligibility (Brown, 1992, p. 11; McNerney & Mendelsohn, 1992, p. 186). More specifically, students need to identify the important information correctly in order to proceed smoothly in the assimilation of content (Flowerdew, 1994). Starting from comparative research from the Universities of Brussels and Cordoba on the relationship between university teachers’ pronunciation and intelligibility, this paper will review the importance of training teachers to use pronunciation effectively. It will also show that training teachers to use techniques for the identification and highlighting of relevant information produces noticeable benefits in the achievement of intelligibility and comprehensibility.

Key words: intelligibility/comprehensibility; pronunciation; teacher training; bilingual programmes; higher education

1.  Introduction

English-medium teaching in higher education is becoming increasingly widespread (van Leeuwen & Wilkinson, 2003; Wilkinson, 2004; Coleman, 2006; Wilkinson & Zegers, 2008; Wächter & Maiworm 2008; Dafouz & Nuñez, 2009). More recently, the literature has described attempts at analysing the key actions and processes that are required to successfully launch and operate higher education degree programmes provided in English (Marsh, Pavón, & Frigols, 2013); the challenges of teaching in multilingual environments (Doiz, Lasagabaster & Sierra, 2013; Van der Walt,...

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