Designing and Implementing a Professional Programme for ICLHE Teachers: Beyond Linguistic and Communicative Competence

Abstract

English Medium Instruction (EMI) is being fostered by universities across the world to promote their internationalization with an increasing number of courses taught through English both at graduate and postgraduate level. This requires university lecturers to be offered opportunities for professional development. It is the aim of this paper to present an extended training programme -CLIC@unizar (Content and Language Integrated Competences at the Universidad de Zaragoza)- developed at our institution which seeks to foster not only the communicative skills but also the pedagogical skills of those lecturers teaching through the medium of English or who are planning to do so. The training itinerary is grounded on previous research on EMI professional development programmes, English for Academic Purposes (EAP) and English for Specific Purposes (ESP), and methodological principles promoting the students’ active role and their development of communication and digital competences. The use of digital tools and technologies which promote online collaboration, especially HyperDocs and Google Apps for Education (mostly Google Docs, Google Slides, and Google Forms), has been integrated in the itinerary following the SAMR Model (Puentedura, 2013). The use of these digital tools has allowed us to include multimodal ways to provide participants with input, make them interact with the material, with us and among themselves, and produce output as demonstrations of their learning. It is essential to make ICLHE (Integrating Content and Language in Higher Education) teachers aware of their need to adapt their methodology or adopt new ones to be effective in their teaching in an L2.

Technological Tools for Effective Learning and Personalisation in Higher Education: Systematic Literature Review

“…Furthermore, there are differences in the efficacy of online learning; certain research suggests that students may do worse while studying remotely as opposed to in-person classrooms (Polianovskyi et al, 2021). Moreover, instructors who are not used to utilizing digital resources frequently oppose them, which calls for extra assistance and training (Gil & Dueñas, 2023). The complete integration and use of technology resources in educational settings may be hampered by this opposition.…”

“…Assuring fair access to technology for every student and investigating methods to close the digital gap are part of this (Polianovskyi et al, 2021). In order to improve digital competences and facilitate the use of technology-enhanced teaching techniques, research have to look on efficient training programs for teachers (Gil & Dueñas, 2023). Studies that investigate the long-term effects of AR and VR technology on learning outcomes and student engagement are also necessary (Solmaz et al, 2021).…”