Tapping into the Intellectual Capital at the University

Mary Griffith

doi:10.13189/ujer.2017.051320

Abstract

Content and Language Integrated Learning (CLIL) is as full of challenges as it is of possibilities. We will explore the challenges while seeking realistic solutions as eight Computer Science professors teach their subjects through English for the first time. We hope to gain insights into the bilingual classroom at the university level where teacher training can aid in professional development. Kevin Haines (2017) has posed the question about policies, principles and practice in bilingual settings, suggesting that we still need to address the challenging question: 'who will support the teachers?' In this paper we will observe problems and solutions to bilingual teaching from the ethnographic point of view of action research. We hold that research in education must make the move toward a more qualitative assessment. As researchers, perhaps we need to describe less and do more by putting our research into action.

Highlights

Content and Language Integrated Learning (CLIL) or English Medium Instruction (EMI) are the new catch phrases of internationalization in universities across Europe
If we truly plan to create a plurilingual university we must actively seek out content professors who are largely uncomfortable with teaching through a foreign language
We found the cross comparison useful for the participants and interaction was correlated with the multiple variables

Summary

Introduction

Content and Language Integrated Learning (CLIL) or English Medium Instruction (EMI) are the new catch phrases of internationalization in universities across Europe. If we truly plan to create a plurilingual university we must actively seek out content professors who are largely uncomfortable with teaching through a foreign language. They need both orientation as well as assessment and collaborative training programmes may highlight the multiple differences between teaching language and teaching content. The term CLIL was adopted in 1994 (Marsh, Maljers & Hartiala, 2001) and rapidly considered successful and enriching to learning. This term is subdividing into more specific areas, making it necessary to clarify terminology

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