Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches

Contents
Notes on Contributors
List of Figures
List of Tables
Introduction
References
Part I CLIL and EMI
CLIL vs EMI: Different Approaches or the Same Dog with a Different Collar?
1 Introduction
2 Content and Language Integrated Learning (CLIL)
3 English as a Medium of Instruction (EMI)
4 Discussion: Differences and Similarities of CLIL and EMI
5 Conclusions and Future Directions
References
“How Do I Find the Limit?”: Risk Management in EMI and CLIL at University
1 Introduction
2 Literature Review
Lecturers’ Perceptions
Training EMI/CLIL Lecturers
Identities and Beliefs
3 Methodology
Participants and Setting
4 Findings and Discussion
Content Teaching and Learning
Higher Order Thinking
Teacher: Personal/Academic Image
Overaction
Creativity
Students
5 Conclusions
References
Part II English as a Medium of Instruction
EMI Lecturers’ and Students’ Perceptions: Can EMI Contribute to Enhancing Intercultural Competence?
1 Introduction
Intercultural Competence and Internationalization at Home
EMI and Internationalization at Home
2 This Study
Context
Tools
Participants
3 Results
The Survey
Interview with the Lecturers
4 Conclusions
References
Focus on Language in CBI: How Teacher Trainees Work with Language Objectives and Language-Focused Activities in Content-Based Lessons
1 Introduction
2 Background
The Role of Language in CBI
Teachers’ Challenges with CBI
3 Language Objectives: More Than just Vocabulary
4 Methodology
Rationale
Participants
5 Data and Analysis
6 Findings
Self-Reported Ability to Integrate Language Knowledge into CBI Lessons
Language Objectives and Language Activities
Relationship Between Self-Reported Beliefs and Types of Selected Language Objectives
7 Discussion
8 Conclusion
Appendix 1
Appendix 2
References
Understanding Lecturers’ Practices and Processes: A Qualitative Investigation of English-Medium Education in a Spanish Multilingual University
1 Internationalization, English-Medium Instruction, and Beliefs
2 English in International Higher Education
3 Interview and Survey Data and Analysis
4 Encarna and Carlos: Practices and Processes
Learning and Social Constructivism in EMEMUS
Reflexive and Adaptive Teaching for EMEMUS
5 Practices, Processes, and the Wider Perspective
6 Conclusion: Accessing Internationalization Through ROADMAPPING
References
The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIs)
1 Introduction
2 Background to the Present Study
3 The Settings of the Present Study
Methodology
Results: Students’ Experience with English-Medium Instruction
Students’ Expectations for Choosing to Take a Degree in English
The Challenges Encountered During EMI Courses
Incidental Language Learning Due to Exposure to English
Students’ Perceptions of Their Teachers’ Level of English
Results: CBE Teachers’ Beliefs Towards EMI and the Challenges of Teaching EMI Courses
4 Discussion
5 Pedagogical Implications
6 Conclusion
References
Improving Second Language Writing Across the Disciplines: Resources for Content Teachers
1 Introduction
2 CLIL and EMI
3 Writing Academic English
L2 Writing
4 The Project
Overview of the Project
5 The Process
The Context
Findings from the Interviews
Findings from Students’ Essays
Material Development
First Implementation Trial
Findings from Workshops with Staff
Second Trial
6 Outcomes from the Trials
Qualitative Analysis: Improvements in Key Writing Features
Quantitative Analysis: Increase in Confidence Levels
7 Final Observations
References
Part III Content and Language Integrated Learning
CLIL and Literary Education: Teaching Foreign Languages and Literature from an Intercultural Perspective—The Results of a Case Study
1 Combining CLIL and Literary Education: Teaching Literary Content in the Foreign Language
Linguistic Contents
Stylistic Contents
Historical Contents
Intercultural Contents
2 A Model of Literary and Intercultural Communicative Competence
3 Research in Italian Secondary Schools
Context and Participants
Methodology
Research Questions
4 Results
Teachers of Foreign Literature
Students of Foreign Literature
5 Discussion and Conclusion
References
Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training
1 Introduction
2 CLIL in the bilingual Valencian region (Spain)
3 From language learners to teachers: affective factors, linguistic autobiographies and CLIL training
4 Method
The Course: English Language Teaching for Early Education
Participants
Instruments
5 Results
Linguistic Biographies
Background as English Learners
Anxiety Levels
Questionnaire
Student’s Present Experience and Learning of a Subject Mediated Through English
Anxiety Levels
CLIL Strategies
Specific Materials Developed for the Course
Documents and Resources
Tasks
Observations of the Researcher-Trainer
6 Discussion
7 Conclusion
Annex
Questionnaire
References
CLIL Assessment: Accommodating the Curricular Design in HE
1 Introduction
2 The Study
Context and Participants
The Teaching Experience
Assessment
3 Conclusion
Appendix
References
Essential Framework for Planning CLIL Lessons and Teachers’ Attitudes Toward the Methodology
1 Introduction
2 Bilingual Education in Europe
3 Essential Concepts and Taxonomies Related to CLIL
Content
Culture
Cognition
Communication
4 Example of a Teaching Proposal
5 Survey
Participants
Data Analysis
Results
6 Conclusion
References
Thinking Skills in Exam Models for CLIL Primary Subjects: Some Reflections for Teachers
1 Introduction
2 Theoretical Framework
Assessment in CLIL
Thinking Skills in Bloom’s Taxonomy
Bloom’s Taxonomy Used to Evaluate Assessment in CLIL
CLIL Commercialized Materials
3 Research Questions, Corpus and Methodology
Research Questions
Corpus of Study
Methodology of Analysis
4 Results
Category: Remember
Category: Understand
Category: Apply
Category: Analyse
Category: Create
5 Discussion
6 Conclusions
References
Concluding Remarks on Teaching Language and Content in Multilingual Classrooms: CLIL and EMI Approaches
References
Index