Abstract
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, face-to-face (F2F) Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. During 2013–14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University Virtual Learning Environment, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centred active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor. Therefore, the design targets module contents, skills practice and improvement of students’ linguistic skills.
Highlights
This paper aims to discuss the extent to which applying a “Flipped classroom” design in a first-year bilingual module at Business and Economics Faculty in Oviedo University (Spain) promotes students’ satisfaction and improves their implication in their own learning
“World Economy”, belongs to the bilingual curricula where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers
During 2013–14, the instructional designers developed a “Flipped Classroom” design for this module: videos of the different topics in English to deliver content, preclass questionnaires answered through the University Virtual Learning Environments (VLE), instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, studentcentred active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor
Summary
This paper aims to discuss the extent to which applying a “Flipped classroom” design in a first-year bilingual module at Business and Economics Faculty in Oviedo University (Spain) promotes students’ satisfaction and improves their implication in their own learning. The most widely accepted solution to the conundrum of teaching Economics through a foreign language while aiming at keeping content-wise excellence has proven to be the use of Content and Language Integrated Learning (CLIL). It is an umbrella term which encompasses different forms of using language as medium of instruction by “integrating language and subject teaching, various forms of educational success can be achieved where classrooms comprise learners with diverse levels of linguistic competence” Teaching in bilingual curricula, under a CLIL approach poses a challenge to instructional design as it is necessary to integrate content learning with instructional language practice. Academics have been wary of the watering down and simplification of content in order to make it linguistically comprehensible (Costa and Coleman 2010)
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