ConCLIL -vierailuluentoja Solkissa

Tervetuloa keskiviikkona 22.5. klo 13-16 Solkin seminaarihuoneeseen seuraamaan seuraavia ConCLIL-tutkijoiden esityksiä ja osallistumaan keskusteluun:

”Road-Mapping”: A Conceptual Framework for English-Medium Teaching and Learning at University Level

Ute Smit and Emma Dafouz

As members of the ConCLIL project (Language and Content Integration: Towards a Conceptual Framework), we will discuss a proposal for a theoretical framework for describing and analyzing English-Medium Instruction (EMI) at universities. Given the growing relevance of internationalization across universities worldwide, and more specifically in Europe (EHEA), the roles of English within academia have expanded towards wider educational uses (i.e. language of instruction, assessment, publication, communication in multilingual groups, etc.). As a result, considerable attention has been paid to English-medium policies and practices from various research perspectives. However, most studies have largely remained situation-specific in the sense that they describe a particular setting and adopt a concrete research stance without addressing the multi-layered complexities of EMI. What is therefore needed, we wish is to argue, is a conceptual framework that will encompass the different dimensions operating dynamically across contexts. In this talk, we will present our rationale and theoretical underpinnings for the “Road-Mapping” framework and its components hoping to engage in fruitful discussion with our colleagues.

The impact of EMI (English-Medium Instruction) on business students’ performance in Spain: A comparative study

Emma Dafouz

Set within the EMI educational context referred to in the previous talk, this session aims to present the findings of an empirical study examining the effect that the teaching of a BA degree in English as a foreign language may have on Spanish students’ academic performance (as measured through coursework and final grades), when compared to their counterparts’ learning in Spanish. Students’ results were analysed in three different disciplinary subjects and treated statistically. Findings show that both cohorts obtain similar results, suggesting that the language of instruction does not seem to compromise students’ learning of academic content. Differences, however, are found regarding learners’ performance in the three disciplinary subjects under scrutiny, with Economic History yielding slightly higher results than Accounting and Finance. This finding runs counter to the general belief that the more verbal subjects, like History, would have a “limiting” effect on EMI students’ final performance and, moreover, raises questions concerning disciplinary differences and assessment. As in talk 1, comments and observations will be very welcome!

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