Abstract
<p class="Default">With increasing international mobility, higher education must cater to the varying linguistic and cultural needs of students. Successful delivery of courses through English as the vehicular language is essential to encourage international enrollment. However, this cannot be achieved without preparing university professors in the many intricacies delivering their subjects in English may pose. This paper aims to: share preliminary data concerning Content and Language Integrated Learning (CLIL) at Laureate Network Universities worldwide as few studies have been conducted at the tertiary level, reflect upon data regarding student and teacher satisfaction with CLIL at the Universidad Europea de Madrid (UEM), and to propose improvements in English-taught subjects.</p>
Highlights
AND OBJECTIVESWith increasing international mobility, higher education must cater to varying linguistic and cultural needs of students
This paper aims to: share preliminary data concerning Content and Language Integrated Learning (CLIL) in higher education in Spain, where few studies have been conducted at the tertiary level; to reflect upon data regarding student and teacher satisfaction with CLIL at UEM; and to propose improvements in English-taught subjects
Important data points from the survey included the following: 35% of CLIL teachers did not feel that they had received adequate training to teach in English; 35% stated they would like a pre-service intensive training course; 25% a yearlong training course in CLIL methodology and 37% were interested in an online collaborative space
Summary
AND OBJECTIVESWith increasing international mobility, higher education must cater to varying linguistic and cultural needs of students. Successful delivery of courses through English as the vehicular language is essential to encourage international enrollment. This cannot be achieved without preparing university professors in the many intricacies delivering their subjects in English may pose. This paper aims to: share preliminary data concerning Content and Language Integrated Learning (CLIL) in higher education in Spain, where few studies have been conducted at the tertiary level; to reflect upon data regarding student and teacher satisfaction with CLIL at UEM; and to propose improvements in English-taught subjects. Important data points from the survey included the following: 35% of CLIL teachers did not feel that they had received adequate training to teach in English; 35% stated they would like a pre-service intensive training course; 25% a yearlong training course in CLIL methodology and 37% were interested in an online collaborative space
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