CLIL in higher education: the (perfect?) crossroads of ESP and didactic reflection

Taillefer, Gail

doi:10.4000/asp.3290

Cited by 50 publications

(25 citation statements)

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“…Recent years have seen intensive discussion among ESP researchers in French higher education, particularly within GERAS, on the importance of reinforcing the didactic dimension of research within the French school of ESP (Taillefer 2013;Whyte 2013). As noted in section 3, and unlike general English studies, didactics was from the early days one of four key dimensions of ESP -along with linguistics, culture and technology.…”

Section: The Didasp Sig: Teaching Contexts and Research Interestsmentioning

confidence: 99%

Research in ESP teaching and learning in French higher education: developing the construct of ESP didactics

Sarré¹,

Whyte²

2016

asp

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Cet article aborde la question de la recherche sur l’enseignement-apprentissage de l’anglais de spécialité (ASP) en France et présente les premières étapes d’un travail sur le développement d’un cadrage théorique spécifique à ce champ de recherche. Nous nous interrogeons ainsi sur la pertinence du développement du concept de didactique de l’ASP, cadre théorique spécifique à la recherche sur l’enseignement-apprentissage de l’ASP, et sur ses liens avec la didactique des langues et de l’anglais, d’une part, et avec la recherche en ASP, d’autre part. Nous proposons une analyse des différentes acceptions des concepts clés relatifs à l’enseignement-apprentissage des langues, avant de dresser un panorama de l’enseignement-apprentissage des langues dans l’enseignement supérieur français, et de l’ASP en particulier. La recherche est ensuite abordée à travers l’analyse des travaux présentés au sein du Groupe de travail Didactique et ASP du GERAS, analyse qui nous permet de souligner la variété des contextes et des approches, et d’identifier un certain nombre de thématiques et de préoccupations communes.

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Section: The Didasp Sig: Teaching Contexts and Research Interestsmentioning

confidence: 99%

Research in ESP teaching and learning in French higher education: developing the construct of ESP didactics

Sarré¹,

Whyte²

2016

asp

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“…Some aspects of the content integration were investigated by Taillefer (2013) who states that language and non-language content do not dominate of one over the other; it is in a balance, so that students could share their efforts and interests equally. Speaking about the aspects of communication, it is obvious that the language needed depends on the content.…”

Section: Introductionmentioning

confidence: 99%

The Role of Content and Language Integrated Learning at Ukrainian and Polish Educational Systems: Challenges and Implication

Leshchenko

Lavrysh

Halatsyn

2018

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At present, Ukrainian universities are immersed into current processes of internationalisation, academic mobility and engaging into a European context, that, consequently, give rise to numerous surveys on advanced pedagogical approaches to correspond the framework of general European language learning policy. The paper aims to describe and summarise the experience of Content and Language Integrated Learning implementation (CLIL) in Ukraine. With the view of objective assessment of the survey results, we considered comparing our experience, challenges and solutions with Polish universities experience since CLIL approach is widely used and made its own history with great outcomes in Poland. The qualitative data of our survey were gathered, evaluated and compared with those presented in published investigations of Polish experts. The key objectives are to identify operating CLIL models and strategies at Igor Sikorsky Kyiv Polytechnic Institute and to measure up functioning features of this approach by means of SWOT analysis. Moreover, the researchers disclose the approach advantages, drawbacks and recommendations for further discussion. In the paper, the authors also outline the peculiarities of ongoing coexistence and relation of English for Specific Purposes (ESP) and CLIL in tertiary education in terms of aims, tasks, resources, teachers' roles and outcomes. The research results show that ESP and CLIL are interrelated approaches, which both contribute to students' learning motivation as well as language and field-related content acquisition; CLIL is a key factor for universities to attract students and take high rates in educational ranking.

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“…Considering the still limited attention to students' language development in CLIL, it is ESP practitioners who can address, support, and assess it properly and both ESP and CLIL are still compatible (González Ardeo, 2013;Taillefer, 2013). Yang (2016) found that ESP learners have more chances to use English in class than their CLIL peers, whereas CLIL teachers are more positive about their students' language developments than their ESP colleagues, even if they did not assess them formally.…”

Section: Esp Specialists In Clil Programmesmentioning

confidence: 99%

“…5(2)(2017): 1998). By contrast, the introduction of an additional language into the teaching of content subjects challenges the conventional roles assigned to content and language specialists and the traditional ways of designing and delivering their courses (Airey, 2016;Dafouz, Hüttner, & Smit, 2016;Skinnari & Bovellan, 2016;Taillefer, 2013). Although disciplinary language, skills, and genres in English are increasingly present in content subjects, subject experts tend to concentrate on disciplinary concepts, skills, and mind-sets and treat language merely as a tool for content learning and discipline-related tasks and not as an aim that requires explicit attention, language pedagogy, or assessment (Airey, 2016;Jacobs, 2005Jacobs, , 2007Yang, 2016;Zhang, 2016).…”

Section: Esp Specialists In Clil Programmesmentioning

confidence: 99%

“…However, this new context of learning also creates new opportunities for ESP specialists to redefine traditional disciplinary divisions and promote interaction and collaboration between disciplines to better integrate content and language in ESP courses and better adapt them to students' communicative needs (Arnó-Macià & Mancho-Barés, 2015). Their expertise in disciplinary language can play a key role in the implementation of effective CLIL in tertiary institutions (Taillefer, 2013).…”

Section: Introductionmentioning

confidence: 99%

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ESP in CLIL Degree Programmes

Woźniak¹

2017

ESP Today

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In view of the growing amount of English used outside language courses, this study seeks to gain insights into how language teachers at university level understand and navigate their changing roles. It examines the place of ESP teaching in a university setting in Spain where almost all language lecturers play a double role: they teach obligatory ESP courses and also support content lecturers in the integration of English into their subjects as CLIL tutors. The results of two openended questionnaires and interviews with ESP lecturers/CLIL tutors show that interdisciplinary teacher cooperation concentrates on raising content teachers' awareness of teaching methodology and language issues in their disciplines, but also benefits the design of ESP courses. Language specialists view their multiple and fluid roles as an opportunity to expand their horizons and welcome the chance to mediate between disciplines and participate in students' academic and disciplinary development not only in ESP courses but also throughout the degree programme. Despite the increasingly blurred dividing line between ESP and CLIL at university level, the two approaches, rather than compete, can complement each other, so to this end, language specialists' effort to find the right balance between language and content knowledge should also be addressed.

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CLIL in higher education: the (perfect?) crossroads of ESP and didactic reflection

Cited by 50 publications

References 13 publications

Research in ESP teaching and learning in French higher education: developing the construct of ESP didactics

Research in ESP teaching and learning in French higher education: developing the construct of ESP didactics

The Role of Content and Language Integrated Learning at Ukrainian and Polish Educational Systems: Challenges and Implication

ESP in CLIL Degree Programmes

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