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Introducing CLIL to Higher Education Polytechnic Institutes in Portugal

Introducing CLIL to Higher Education Polytechnic Institutes in Portugal. An Applied Research Project Underway Margarida Morgado. INTROUCTION. 3 CLARIFICATIONS. CLIL CONCEPT.

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Introducing CLIL to Higher Education Polytechnic Institutes in Portugal

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  1. Introducing CLIL to HigherEducationPolytechnicInstitutes in Portugal An Applied Research Project Underway Margarida Morgado

  2. INTROUCTION 3 CLARIFICATIONS

  3. CLIL CONCEPT ·Coyle, Do (1999); “Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts”; in Learning Through a Foreign Language; David Mars and Dieter Wolff (eds.); CILT; London; 46-62. ·Coyle, Do (2005); “CLIL activity in the UK”; in MehrsprachoigerFachunterricht in LändernEuropasHans-Ludwig Krechel, (ed.); Gunter NarrVerlag; Tubingen; 79-88. ·Coyle, Do et. al. (2010); CLIL: Content and Language Integrated Learning; Cambridge University Press; Cambridge. ·Vilkanciené, Lilija (2011); “CLIL in Tertiary Education: Does it Have Anything to Offer?”; Studies about Languages; 18; 111-6. CLIL is understood, for the purposes of this study, as an interdisciplinary curriculum development approach to design integrated courses of content and language (Vilkancienė 2011), where learning is not focused on the foreign language alone, but also on subject-specific content and where language is essentially a tool for communication. This means according to Coyle (1999; 2005; Coyle, Hood, & Marsh 2010) that the learner should be able to manage content-oriented information, make use of that information by using cognitive skills, communicate effectively and do so across cultures.

  4. HIGHER EDUCATION CONTEXTS FOREIGN LANGUAGE COMPETENCES PARADIGM: LANGUAGE USER ESP IMPACT ON LEARNING AND COGNITION THE ROLE OF LANGUAGE SPECIALISTS • INTERNATIONALIZATION • EMPLOYABILITY OF STUDENTS • GLOBAL COMMUNICATION

  5. HIGHER EDUCATION POLYTECHNIC INSTITUTES PORTUGAL DUAL SYSTEM UNIVERSITIES AND POLYTECHNICS EMI ESP NO CLIL • BUSINESS SCHOOLS • EDUCATION COLLEGES • TECHNOLOGY AND ENGINEERING COLLEGES • HEALTH AND NURSING SCHOOLS • ARTS COLLEGES • AGRICULTURAL SCHOOLS

  6. Clil –RECLES: applied research project

  7. Bragança P.I. Porto P.I. Guarda P.I. Castelo Branco P.I. Portalegre P.I. Estoril TourismSchool. Évora University. Universityof Algarve

  8. Aims – stage 1 • views on specialized language and terminology in a globalized world; • perceptions of the role of foreign language learning in higher education (policies); • use of foreign languages for teaching (materials and content design); • perceptions on how learners would be challenged if they were to be taught content in English.

  9. Significant conclusions Teachers consider writing their weakest competence in FL; Teachers consider more courses should be taught in English; Teachers believe, however, that students learn best in their own mother tongue.

  10. 2nd stage Aims: To create a CLIL learningcommunity To write a CLIL course manual for trainers To trainspecialistlecturers in CLIL A Teacher’s Guide for a CLIL LearningCommunity in HigherEducation

  11. 3rd stage IMPLEMENTING CLIL MODULES MONITORING ASSEMBLING COMPARABLE DATA

  12. CONCLUSIONS COMMUNITY OF LEARNING SPACE OF INQUIRY MAKE CLEAR WHAT IS IMPORTANT FROM THE LANGUAGE POINT OF VIEW

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