Sharing and promoting disciplinary competences for university teaching in English: voices from the University of Jyväskylä language centre’s TACE programme

Westerholm, Kirsi; Räsänen, Anne

doi:10.14705/rpnet.2015.000290

Cited by 5 publications

(1 citation statement)

References 17 publications

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“…This means that the ways of learning and teaching English need to be changed (Westerholm & Räsänen, 2015). Content and Language Integrated Learning (CLIL) is one of the common approaches proposed to accommodate the concerns of acquiring both language skills and content knowledge, and has been popularly adopted in tertiary education, particularly in European countries (Arno-Macia & Mancho-Bares, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

Yang¹

2018

ESP Today

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This paper compares and contrasts the English learning strategies used by Chinese speakers under the CLIL approach in two different contexts, Taiwan and Hong Kong. We adopted Oxford's (1990) Strategy Inventory for Language Learning (SILL) as our instrument to identify their strategy preferences. The results demonstrate that both Taiwanese and Hong Kong CLIL learners use Language Learning Strategies (LLS) to a medium degree, but the former deploy LLS more frequently than the latter. Taiwanese learners tend to use indirect strategies more often than direct strategies, completely opposite to their Hong Kong counterparts. The rankings of the LLS preferences of the two groups also differ. Their preferences differ from the common assumption that Chinese-speaking learners rely more on memory strategies due to the traditional rote learning style. The Taiwan group shows many significant intra-group variations among the gender, discipline, and English level variables. In contrast, the Hong Kong group exhibits less variance between these variables. Finally, it was found that the employment of 27 strategies out of 50 (54%) demonstrated significant differences between the two contexts. Offering bridging courses in ESP or EAP to scaffold learners with specific language knowledge before mastering the subject matter is recommended in the EFL contexts where CLIL will be implemented.Key words content and language integrated learning (CLIL), language learning strategies (LLS), Taiwan, Hong Kong, tertiary level. * Corresponding address: Wenhsien Yang, 1, Sung-ho Rd. Kaohsiung 812, Taiwan. THE DEPLOYMENT OF ENGLISH LEARNING STRATEGIES IN THE CLIL APPROACH: A COMPARISON STUDY OF TAIWAN AND HONG KONG TERTIARY LEVEL CONTEXTSVol. 6(1)(2018): Sažetak U ovom radu upoređuju se i kontrastiraju strategije učenja engleskog jezika kod kineskih govornika uz primenu integrisanog učenja jezika i stručnog gradiva u dva različita okruženja, Tajvanu i Hong Kongu. Kao instrument uočavanja preferencija pri korišćenju strategija prihvaćen je Inventar strategija učenja stranog jezika (Oxford, 1990). Rezultati pokazuju da i tajvanski i honkonški učenici uz primenu integrisanog učenja jezika i stručnog gradiva u srednjem obimu koriste strategije, ali da ih tajvanski koriste češće od honkonških. Tajvanski učenici češće koriste indirektne od direktnih strategija, dok je sasvim suprotno kad je reč o njihovim honkonškim kolegama. Preferencije korišćenja strategija kod dve grupe takođe se razlikuju. Njihove preferencije razlikuju se od uobičajene pretpostavke da se govornici kineskog više oslanjaju na strategije pamćenja usled tradicionalnog načina učenja putem memorizacije i ponavljanja. Tajvanska grupa ispoljava više značajnih varijacija u pogledu varijabli kao što su pol, disciplina i nivo znanja engleskog jezika, za razliku od hongkonške grupe koja ispoljava manje varijacija u pogledu ovih varijabli. Konačno, pronađeno je da korišćenje 27 od ukupno 50 strategija (54%) ispoljava značajne razlike između ova dva okruženja. Preporučuju se prelazni kur...

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Section: Introductionmentioning

confidence: 99%

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

Yang¹

2018

ESP Today

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Walaszczyk

Segers

2022

The Use of Technology in English Medium Education

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Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation

Sánchez-García

2024

Journal of Multilingual and Multicultural Development

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Sharing and promoting disciplinary competences for university teaching in English: voices from the University of Jyväskylä language centre’s TACE programme

Abstract: This is an electronic reprint of the original article. This reprint may differ from the original in pagination and typographic detail.

Cited by 5 publications

References 17 publications

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

Shifting Assessment Online in the COVID-19 Pandemic: A Case of an ICLHE Undergraduate Course in Medicine

Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation

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