This study reports on a pilot implementation of Content and Language Integrated Learning (CLIL) at a Spanish university. In order to find out how both lecturers and students perceived their experience, several interviews and meetings took place with lecturers, and an open-ended questionnaire was passed to students. The meetings and interviews with lecturers yielded important information about their satisfaction. It was found out that lecturers were mostly interested in practising and improving their English spoken fluency, they did not feel that the quality of their teaching had been sacrificed, they had not included any question on language learning in their assessment and they showed great reluctance to receiving any CLIL methodological training. As to students' reactions, analysis of their questionnaires revealed that most of them found the experience positive. Their self-reported perceived gains unanimously point to the specialised vocabulary they have learnt and, in the second place, to an improvement of their listening and speaking skills. The most outstanding negative aspect they found is lecturers' insufficient level of English. CLIL training specially adapted to university teachers is necessary so that lecturers can overcome their reluctance to a methodological training and thereby the potential of CLIL is realised.

The present study aims to shed some light on how engineering lecturers teaching in English at a Spanish university view their work (teaching goals) within the current European internationalisation trend of offering courses and master programmes in English. A questionnaire where content and language integrated learning (CLIL) and English-medium instruction (EMI) were differentiated and with questions on their self-attributed duties, training preferences, assessment and internationalisation issues, among others, was prepared. The 41 lecturers who participated were asked to identify the modality they were following and their views related to the key factors in their courses. Findings point to the fact that EMI is the modality they follow and that they do not want to shift to CLIL because they refuse to teach language. To gain qualitative information about their beliefs, six lecturers were later interviewed. These interviews suggested that lecturers attach no importance to language integration. More specifically, they do not usually reflect on their lecturing, they welcome the idea of distinguishing both modalities in higher education (HE), they regard English proficiency as a key factor for all stakeholders and finally they think CLIL better suits less proficient students in HE.Postprint (author's final draft

This paper reports on a follow‐up study of a Content and Language Integrated Learning (CLIL) pilot experience with bilingual postgraduate engineering students at a Spanish university. It aimed at examining learners' gains in listening and grammar skills after a CLIL course in English for a semester, in particular whether students' listening and grammar skills were affected similarly and whether participants' proficiency level played a role. Paired‐sampled t‐tests showed the difference between the mean scores in the pre‐and post‐listening test was significant but it was not for the pre‐and post grammar tests. When students were distributed into three groups on the basis of their pre‐test scores, a repeated measures ANOVA showed that less proficient students obtained higher gains in listening and grammar skills than more proficient students.

As internationalisation policies like English-medium Instruction (EMI) are increasingly implemented in European higher education, EMI and English for Specific Purposes (ESP) classrooms become small international spaces where local students' intercultural skills can be developed. I suggest that the internationalised higher education poses challenges also to non-mobile students, who find themselves in culturally diverse classrooms where English is used as the medium of instruction. The aim of this study is twofold. It first attempts to provide a research-based framework that accounts for the reasons why Intercultural Competence (IC) should become a learning outcome in ESP and EMI courses, with an emphasis on ESP. Second, it explores two ways in which this integration could take place drawing on Holmes & O'Neill's ethnographic model (2012). The seminar genre is proposed to showcase IC integration, as participation helps students practice their English skills and provides them with opportunities to develop disciplinary knowledge while debating on a specific topic. In brief, this study suggests that both ESP and EMI courses have the potential of preparing students for a future professional career in a globalised world and that ESP lecturers, in particular, emerge as the best prepared professionals for teaching intercultural skills.Key words intercultural competence, English for specific purposes, English-medium instruction, internationalisation at home. MARTA AGUILARVol. 6(1)(2018): [25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43] Sažetak Sa sve češćom primenom politika internacionalizacije u evropskom visokom obrazovanju (npr. nastava stručnih predmeta na engleskom jeziku [EMI]), EMI i ESP (engleski jezik nauke i struke) učionice postaju mali internacionalni prostori u kojima je moguće razviti međukulturne veštine lokalnih studenata. Mišljenja sam da internacionalizovano visoko obrazovanje predstavlja izazov i za nemobilne studente, koji studiraju u kulturno diversifikovanim učionicama gde se nastava odvija na engleskom jeziku. Cilj ovog rada je dvostruk. Najpre ću pokušati da prikažem istraživački okvir kojim obrazlažem zašto bi interkulturna kompetencija (IK) trebalo da postane ishod učenja na EMI, a naročito na ESP kursevima. Drugo, na osnovu etnografskog modela Houmza i O'Nila (2012), u radu se ispituju dva načina na koje je ovu integraciju moguće izvesti. Žanr seminara (grupne rasprave) predlaže se kao ilustracija načina integracije IK, jer učešće pomaže studentima da razvijaju veštine engleskog i pruža im mogućnost da usavrše disciplinarno znanje kroz debate na određene teme. Ukratko, ovaj rad sugeriše da i ESP i EMI kursevi imaju potencijal da pripreme studente za buduću profesionalnu karijeru u globalizovanom svetu, kao i da su nastavnici engleskog jezika nauke i struke najobučeniji za nastavu međukulturnih veština.Ključne reči međukulturna kompetencija, engleski jezik nauke i struke, nastava na engleskom jeziku, internacionalizacija kod kuće.

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