Can Close Cooperation Between Esp/Clil Experts and Disciplinary Teachers in Higher Education Lead to Fostering English Education Environment.

Hurajová, Ľudmila

doi:10.22190/jtesap2101129h

Cited by 4 publications

(9 citation statements)

References 6 publications

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“…In a push for internationalization, Higher Education Institutions (HEIs) are incorporating English into courses and programs at staggering rates (Wächter and Maiworm 2014;Macaro, Curle, Pun, An, Dearden 2018;Hurajova 2021). Offering English Educational Environments (EEE)programs in English or with English language supportis thought to work towards the goals of internationalization to appeal to international students and faculty, and to prepare domestic students to participate professionally in fields in which English is the Lingua Franca.…”

Section: Introductionmentioning

confidence: 99%

“…Offering English Educational Environments (EEE)programs in English or with English language supportis thought to work towards the goals of internationalization to appeal to international students and faculty, and to prepare domestic students to participate professionally in fields in which English is the Lingua Franca. While these intentions are good, oftentimes the ways in which languages are incorporated into programs are decided with little or no consultation from language-learning experts or content lecturers (CLs), with negligible regard for the implications on language learning for students Submitted May 2 nd , 2022, accepted for publication June 16 th , 2022 Corresponding author: Diana Nilsson, The Swedish Defence University, Sweden E-mail: diana.nilsson@fhs.se (Galloway and Rose 2021;Macaro et al 2018), and with CLs potentially ill-prepared to teach adequately in English (Hurajova 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Implementing CLIL before teaching staff are adequately prepared with appropriate didactic preparation is also common, yet problematic (Gawlik-Kobylińska and Lowińska 2014). Not to be forgotten are the domestic students who may or may not care to have a substantial portion of their education in EEE (Hurajova 2021). Learning from others' experiences is both time and cost effective, so reporting on the difficulties and possible solutions of CLIL implementation can be beneficial for the wider research community.…”

Section: Introductionmentioning

confidence: 99%

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Identifying Weaknesses of Clil in the Military Higher Education Classroom

Nilsson

Lundqvist

2022

ESPEAP

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Due to the ever-increasing expansion of English language integration into content courses within higher educational institutions (HEIs), this study seeks to gain insights into how domestic students, as well as content and language lecturers perceive integrating English for Specific Academic Purposes (ESAP) in an academic/vocational military university using Content and Language Integrated Learning (CLIL). We investigate firstly on how mostly domestic, non-native English speaking students perceive learning academic military content in an English Educational Environment (EEE), and secondly, how content and ESAP lecturers perceive collaborating within CLIL at the Swedish Defense University. Using a mixed-methods approach with data gathered from students and lecturers, the results are useful for HEIs looking to increase their English integration. Our results indicate that NNES students indeed learn content and language knowledge simultaneously using CLIL because communicative ESAP tasks enable them to process, and increase content knowledge. However, as this article will show, students prefer drastically different CLIL methods for reasons that we argue can be traced to varying L2 proficiencies. Meanwhile, lecturers had different expectations of, and perceived, interdisciplinary collaboration differently. This study concludes by suggesting that CLIL step 3 is inherently flawed due to a mismatch of implicit methods and explicit expectations of language proficiency, which consequently complicate lecturer roles and interdisciplinary collaboration.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Identifying Weaknesses of Clil in the Military Higher Education Classroom

Nilsson

Lundqvist

2022

ESPEAP

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“…There have been attempts to provide the answers to these questions. In these attempts, the collaborative work between ESP and subject teachers has occurred successfully in the course design stage or in both developing and delivering the program steps (Chaovanapricha & Chaturongakul, 2020;Esteban & Martos, 2002;Hurajová, 2021;Mu, 2018). Cooperation also varied from class-based to web-based forms.…”

Section: Interdisciplinary Collaborationmentioning

confidence: 99%

“…In other words, subject teachers would have a role of consultant and facilitator. Some positive outcomes from such a cooperation model have been reported in both regular and web-based form (Esteban & Martos, 2002;Hurajová, 2021;Stewart, 2018).…”

Section: Esp and Subject Teachers: What And How To Collaborate?mentioning

confidence: 99%

English for Crop Science in Vietnam: Taking Perceptions from the Workplace to University Teachers

Thi¹

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The English language needs of students in their future work domains is an issue of major concern in the design and development of English for Specific Purposes (ESP). There has been little empirical research on how English is used in workplaces employing crop science graduates, as well as the responses of educators to the result of the needs analysis. Some research also suggests that the effectiveness of ESP courses in tertiary institutions in Vietnam has been relatively limited (Do & Cai, 2010; Dong; 2011; Nguyen, 2013). This qualitative case study research adapted the needs analysis framework of Brown (2016) to: (1) explore the language needed in workplaces by the former students of an English course for Crops Science at an agricultural university in North Vietnam, (2) determine the learning strategies used by these alumni to bridge the gap between what they were taught at the university and workplace use of English and (3) investigate the responses of the university’s teachers to the feedback from the work domain. Accordingly, the combination of Brown’s three conceptualizations of needs, namely democratic, discrepancy and diagnostic were used to examine the necessities, lacks and wants of stakeholders in the ESP program. To establish the language needs at their current work places, 20 former undergraduate students of the Crops Science major, three of their employers, five ESP teachers and five subject specific teachers from the agricultural university participated in this research. The data were collected in two phases. The alumni and their employers were firstly interviewed to examine the common purposes of using English in crop science professional contexts, as well as the significant language demands the new graduates encountered and their strategies to improve their language. In the second phase, the findings from the interviews with the graduates and their seniors were presented to the language and subject instructors to capture their views and the perceived implications of these workplace findings for teaching and course design. All the interviews were semi-structured and conducted on Zoom. The transcribed texts were imported in Nvivo-12 for coding and thematically analysis. The findings confirmed the necessity of English for the employability of graduates. English was needed most for reading technical documents and written communication such as writing emails, reports and memos. The alumni also relied on informal and independent learning to meet the language needs of their professions. Despite of a number of constraints mainly in terms of the course length, teaching materials and students’ learning motivation, most of the teachers said that this feedback informed potential pedagogic changes such as the integration of oral and written communication activities. Closer cooperation with subject teachers was also recommended. This study established a strong and on-going connection between the work domain and the educational institution. Diagnostic, discrepancy and democratic views of needs analysis were used to, firstly, gain an understanding of the kinds of language needs in actual workplaces. In response to these needs, teachers reflected on possible pedagogical responses, taking into account the perceived needs of the target groups of students in Vietnamese Medium of Instruction (VMI) or English as Medium of Instruction programs (EMI), and stakeholders such as employers and subject teachers – experts in the field. The practice of autonomy in ESP courses may serve as an effective way to improve learner outcomes and facilitate the learning of graduates in their later career. Theoretically, this dynamic and on-going process of NA and teacher reflectivity can be applied to similar contexts to capture ever-changing needs in workplaces across EFL countries. This study develops a model to encapsulate the potentially dynamic relationship between the expertise of the work domain and the expertise of the educational institution. However, implementing this model is constrained by institutional processes including the lack of a current mechanism to achieve the stakeholder sharing of knowledge, in this case, achieved through independent research.

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Implementation of Clil at Technical University Focusing on Clil Teacher Profile

2021

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The submitted paper deals with the issue of CLIL implementation at the Technical University in Zvolen, Slovakia, specifically with the CLIL teacher profile and the preparedness of the university teachers to apply CLIL into their teaching practice. The topic was selected due to the ever-increasing importance of English in everyday communication and for professional, academic, and scientific purposes. The nature of the research is qualitative; therefore, the SWOT analysis was used for analyzing the current state of teacher preparedness for CLIL implementation. The study was conducted using a sample of 15 university teachers teaching disciplinary subjects via a structured interview. The interviews were subsequently analyzed, considering three aspects of CLIL teacher profile: professional background and expertise, methodological preparedness, and language preparedness. Individual strengths, weaknesses, opportunities, and threats of implementing CLIL were established in the analysis. The results indicated a general lack of language and methodological preparedness of teachers. On the other hand, all interviewed teachers were eager to improve in the specific areas to teach using the CLIL methodology since they all acknowledged the importance of language knowledge. Nevertheless, students' insufficient level of language preparedness could be a threat to implementing the CLIL methodology, which could eventually discourage them from attending lectures and seminars where CLIL elements are applied.

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Can Close Cooperation Between Esp/Clil Experts and Disciplinary Teachers in Higher Education Lead to Fostering English Education Environment.

Cited by 4 publications

References 6 publications

Identifying Weaknesses of Clil in the Military Higher Education Classroom

Identifying Weaknesses of Clil in the Military Higher Education Classroom

English for Crop Science in Vietnam: Taking Perceptions from the Workplace to University Teachers

Implementation of Clil at Technical University Focusing on Clil Teacher Profile

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