Models of language support for instruction given in English: Examples from Forestry, Natural and Social Sciences

1. Models of language support for instruction given in English: Examples from Forestry, Natural and Social Sciences Roy Siddall & Anu Virkkunen-Fullenwider University of Helsinki Language Centre

2. Background • Internationalization in higher education • Increasing student mobility • Rising number of international students at Helsinki University • Concurrent increase in teaching through English • Communication difficulties can interfere with teaching and learning of the subject

3. Analysis of language needs • 1998-9: Detailed analysis of potential need for language support to facilitate teaching through English (TTE) • Strengths and weaknesses of Finnish and foreign students • Support needed by students • Support needed by instructors • Development of support systems

4. Aims of this presentation • Describe 3 examples of TTE support in separate faculties • Examine the advantages and disadvantages • Present the outcomes from the language teacher perspective

5. 1. Forest Products Marketing (FPM) • Department of Forest Economics • One-year programme • Oldest programme in taught in English (>10 yrs) • 4 business English courses taught in English • All compulsory if English elected • Additional to degree language requirements • Each course separately assessed • Final grade for business English is weighted course average

6. FPM Language support • Students mostly Finnish • Arrangement with Language Centre teachers ~5 yrs ago • Individual support given in all courses • special emphasis on productive skills • Seminar papers written in English: checked by LC teacher • No systematic support given to subject teachers

7. Advantages of FPM Language support • Advanced business English in both receptive and productive skills • Easier for course teachers to: • Understand their students • Be able to read their papers • Increases student confidence • Better cross-comparability with similar programmes taught elsewhere

8. Disadvantages of FPM language support • Grading papers highly problematic • Lack of in-depth integration of subject and language teaching • (Regular meetings with course instructors)

9. 2. Boreal Biota and Ecology Programme (BBE) • Department of Biological and Environmental Sciences • One-term study programme, established 1993 • All courses taught in English (~36 ECTS total) • Caters for Finnish and foreign exchange students

10. BBE language support • In-depth analysis of the programme and language support needs in 2001 • Teacher observation, analysis of handouts and other material • Individual and group conferencing with the instructors in the programme • Analysis of all courses: Reports given to the instructors • Negotiated language support based on the analysis

11. BBE language support • Cultural awareness training • Academic writing instruction • Pronunciation (ecological terms) • Individual support focused on a single course • reading comprehension • writing assignments • oral presentation

12. Advantages of BBE language support • Integration of subject and language teaching • Good working relationship • Compulsory English language requirements fulfilled • Extremely positive feedback

13. Disadvantages of BBE language support • No language credits for exchange students • Voluntary participation in language support activities • Limited resources: focused individual support

14. 3. Argonaut Study Programme (ASP) • Dept of Communication, Faculty of Social Sciences • International programme established 1996: 50-60 ECTS • Cooperation with Language Centre ~2 yrs • Mostly foreign students; few Finns

15. ASP language support • Support focused on seminar-based course; many separate speakers (NNS) • Cultural awareness training for staff and students • Support for group presentations (video-recording and analysis) • Individual support with writing assignments

16. Advantages of ASP support • Close cooperation between language and subject teachers • Cultural awareness training helps group dynamics to develop • Language teachers “spot teach” during the course • Individual writing support • Compulsory English language requirements fulfilled

17. Disadvantages of APS language support • Lack of individual support for presentations • Very heterogeneous group • No support for course teachers

18. Overall outcomes • Positive attitude of teachers and students towards working with language teachers • Language teacher (LT) has a better opportunity to concentrate on the particular needs of the students • Development of working relationship between LTs and departments • Lifelong learning for LTs

19. Recommendations • Integrate language support with subject teaching • (Language credits) • Greatest needs for developing productive skills in English • If resources limited, focus rather than spread the support • Increasing need to support staff teaching through English

20. Thank you! • For further information see our project web site: http://kielikeskus.helsinki.fi/TTE