Language Learning in Task Management and Task Accomplishment

In this paper we study student interaction in English and Swedish courses at a Finnish university. We focus on language choices made in task-related activities in small group interaction. Our research interests arose from the change in the teaching curriculum, in which content and language courses were integrated at Tampere University of Technology in 2013. Using conversation analysis, we analysed groups of 4-5 students who worked collaboratively on a task via a video conference programme. The results show how language alternation has different functions in 1) situations where students orient to managing the task, e.g., in transitions into task, or where they orient to technical problems, and 2) situations where students accomplish the task. With the results, we aim to show how language alternation can provide interactional opportunities for language learning. The findings will be useful in designing tasks in the future.

Assessment in CLIL

The aim of this talk is to explore assessment in higher education and support for learners during their academic education. It investigates the assessment methods that provide success for universities and learners. Universities which implement CLIL should assess learners who would like to attend a programme in English without taking account of their English language qualifications. This assessment should be done in writing, listening and comprehension, speaking and reading and comprehension. In the literature, formative and summative assessments are considered. Formative assessment is ongoing, 'more complex as its intention is to be directly diagnostics with a view to immediately impacting on learner's next steps' (Coyle et al, 2010). Summative assessment occurs at the end of the term or course. McKay, 2006 divides assessment into three phases: design, operationalization and administration phase. If these three phases can't be embedded in the classroom as they are, they can be introduced as a set of questions; why?, how? and what?

A framework for the analysis of CLIL lecturers��� discourse from a genre perspective

Internationalization strategies and the European Space of Higher Education are causing a growing interest in English medium instruction (EMI). University linguistic and internationalization policies are attempting to provide lectures with the required training and education. Linguists can supply not only the knowledge of the language but the knowledge about language which may enable lecturers to increase their academic language competence autonomously. This paper presents a framework for the analysis of lecturers��� discourse to trigger reflection about the linguistic needs in CLIL/EMI contexts.

Content and Language Integration as a part of a degree reform at Tampere University of Technology

Tampere University of Technology is undergoing a degree reform that started in 2013. One of the major changes in the reform was the integration of compulsory Finnish, Swedish and English language courses to substance courses at the bachelor level. The integration of content and language courses aims at higher quality language learning, more fluency in studies, and increased motivation toward language studies. In addition, integration is an opportunity to optimize the use of resources and to offer courses that are more tailored to the students' field of study and to the skills needed in working life. The reform also aims to increase and develop co-operation between different departments at the university and to develop scientific follow up. This paper gives an overview of the integration process conducted at TUT and gives examples of adjunct CLIL implementations in three different languages.

Investigaci��n en docencia por contenidos (espa��ol como segunda lengua) en el proceso de internacionalizaci��n de la Universidad de Alicante

Esta comunicaci��n se enmarca en la reflexi��n sobre el aprendizaje de una segunda lengua por contenidos en el ��mbito universitario, pero, a diferencia de lo que suele ser habitual, no se basa en la lengua inglesa, sino en la espa��ola, en la medida en que trabajamos con estudiantes de movilidad internacional que cursan sus asignaturas en una lengua adicional, el espa��ol. Presentamos, en un primer apartado, una introducci��n a los estudios de AICLE en espa��ol y a la investigaci��n en Espa��ol Acad��mico. Y mostramos, en el segundo, la labor de una Red de Investigaci��n en Docencia Universitaria del Programa Redes del Instituto de Ciencias de la Educaci��n de la Universidad de Alicante, cuyo objetivo es doble: recabar datos sobre la ense��anza y el aprendizaje de contenido y de lengua en tal contexto, tanto por parte del alumnado como del profesorado implicado; y crear una gu��a para el alumnado extranjero con informaci��n estrictamente acad��mica que contribuya a un mejor aprovechamiento de la estancia a nivel ling����stico y curricular. Las conclusiones muestran la oportunidad de realizar Cursos de Espa��ol Acad��mico tambi��n con tal fin.

Teaching cross-cultural competence and CLIL: a CLIL approach in International Relations University Courses

International relations professionals need cross-cultural competence and English language communication skills to function in the international arena (Graddol 1997). English language communication skills are necessary not only to communicate with foreign colleagues (Bocanegra-Valle 2014) but also to access the vast amount of knowledge transmitted in English over the internet (Ku, Zussman 2010). This work reports the use of CLIL and cross-cultural training in the University of Messina International Relations Advanced Degree Program as a method to raise students��� level of English as quickly as possible while giving them the essential intercultural skills for work in the international field. The researchbased course program combined cross-cultural communication training (Storti, 1997; Lewis, 1999; Gannon, 2004, Harris and Moran, 2007; U.S Peace Corps Training Handbook 2012,) and intercultural competence skill development (Bennett, 1998). Two objectives were proposed: 1) develop cross-cultural communication competence; 2) bring students up to a B2 level as fast as possible. The final exam demonstrated significant growth in the areas of cross-cultural competence as well as an increase in European Common Framework level ranging from .5 to 1.0 depending on the student. Students expressed their belief that what they had learned would be useful for their future career. Combining CLIL with intercultural competence building seems to be effective in meeting two objectives: increasing English language fluency and developing cross-cultural communication competence. More research is recommended to further document this method for increasing English communication proficiency while developing interculturally competent international professionals.

CLIL FAQ���s: Orientacions per a introduir l���angl��s a l���aula universit��ria

���CLIL FAQs: Orientacions per a introduir l���angl��s a l���aula universit��ria��� ��s una publicaci�� oberta dirigida als docents que assumeixen el repte d���introduir una llengua estrangera a l���aula. Es tracta d���un recull d���orientacions sorgides de la pr��ctica d���un equip interdisciplinari de professors de la Facultat de Ci��ncies de l���Educaci�� de la Universitat Aut��noma de Barcelona en el marc d���un projecte de Millora de la Qualitat Docent (Ref. 2010MQD00132). La publicaci�� exposa una s��rie de preguntes o FAQs (Frequent Asked Questions) que creiem que tot docent CLIL es podria fer abans d���introduir l���angl��s a l���aula. El grup de docents implicats en el projecte, despr��s de dissenyar coordinadament una s��rie d���activitats en angl��s i d���implantar-les a les seves respectives assignatures, ha elaborat aquest llistat de FAQs que miren de respondre amb reflexions, suggeriments d���acci��, estrat��gies did��ctiques, exemples i recursos sorgits de la pr��pia experi��ncia. En aquest article situem el projecte en el context catal��, presentem com es va dur a terme i us expliquem qu�� podeu trobar en la publicaci�� que se���n deriva. A mode de conclusi�� oferim algunes reflexions del grup sobre el treball en equip interdisciplinari, la introducci�� del multiling��isme a l���aula, els contextos CLIL i la resposta dels alumnes.

English as a medium of instruction in teaching other languages: attitudes and practices

Internationalisation of HE and emergence of English as a global academic lingua franca used by people who share neither a common native tongue nor cultural and educational background have not only offered more opportunities but also raised challenges. According to recent European surveys, the percentage of pupils attaining the level of independent user in English varies from 14% to 82%, which evidences the potential and the complexity for English as a medium of instruction at tertiary level. This study aims to present the model of foreign language instruction at Vytautas Magnus University where one third of 30 languages are taught through English. It investigates the attitudes and practices of teachers in delivering their English-medium language courses by discussing the questions whether teaching other languages through English is psychologically, culturally and educationally preferable for teachers and students, whether it can limit the content taught and require a special methodology, how the teaching process changes with multiple languages used in the classroom and what level of English is necessary for teachers and students to ensure high quality of English-medium language teaching. The study is based on qualitative methodology with 12 language teachers participating as respondents. The results reveal areas in need of improvement.

The eTwinning Experience: Beyond the Classroom

The purpose of this paper is to give a presentation of the programme eTwinning, the use of CLIL methodology in eTwinning projects, give a glimpse of a successful project carried out by secondary students and present the future ahead regarding Higher Education. eTwinning offers the suitable environment to use the English language in a ���real��� context; it can be integrated in any subject due to its cross-curricular nature. In short, it prepares the student for the real world: international research, to get to know other cultures, to communicate and to learn content. I will start by giving a general view of what eTwinning is about. The second part will deal will eTwinning and CLIL. How CLIL methodology fits perfectly in the carrying out of eTwinning projects. In the third part, and drawn from personal experience, a project will be shown: ���Addressing the Energy Crunch; Every Little Action Helps��� as a good example of how to integrate content-learning in a collaborative project between different schools in Europe. The last part will deal with the future of eTwinning and Higher Education, within the new programme just approved by the European Parliament: Erasmus+ (2014-20).

El Aprendizaje de las habilidades sociales en la universidad. An��lisis de una experiencia formativa en los grados de educaci��n Social y trabajo Social

Se presenta una metodolog��a formativa desarrollada en la asignatura de habilidades sociales de los grados otorgados por la Facultad de Educaci��n Social y Trabajo Social Pere Tarr��s de la Universidad Ram��n Llull (Barcelona-Espa��a). A partir del an��lisis inicial de las competencias sociales de los estudiantes, se establece un plan de trabajo con la finalidad de que mejoren las habilidades sociales necesarias en el contexto profesional. La metodolog��a se plantea como pr��ctica supervisada que requiere la incorporaci��n del estudiante en la organizaci��n, desarrollo y evaluaci��n de la asignatura. Para facilitar esa incorporaci��n se ha introducido un recurso narrativo que da sentido a todas las actividades. Se ha utilizado como indicadores de la validez social de esta metodolog��a los datos recogidos a trav��s encuestas de satisfacci��n de los estudiantes. Los resultados positivos de la experiencia justifican su difusi��n y su uso en otras universidades.

Noves funcionalitats per desenvolupar el treball en grup a dins de l'ACME

La plataforma ACME (Avaluaci�� Continuada i Millora de l���Ensenyament) va ser creada l���any 1998 per un grup de professors del departament d���Inform��tica i Matem��tica Aplicada. L���ACME es va concebre com una plataforma d���e-learning, ��s a dir, un sistema que mitjan��ant l�����s d���Internet afavor��s l���aprenentatge, permeten la interactivitat entre l���alumne i el professor. La creaci�� de la plataforma ACME tenia com a objectiu reduir el frac��s dels alumnes en les assignatures de matem��tiques, per�� degut a l�����xit que va suposar en aquestes, es va decidir incorporar la metodologia de treball ACME a altres disciplines com la programaci��, les bases de dades, la qu��mica, l���economia, etc. de manera que actualment es poden desenvolupar activitats ACME en moltes disciplines. Actualment l���ACME s���utilitza com a complement a les classes presencials, on el professor exposa de manera magistral els conceptes i resol algun exercici a mode d���exemple, per a que despr��s l���alumne, utilitzant la plataforma ACME, intenti resoldre els exercicis proposats pel professor.L���objectiu d���aquest projecte ��s desenvolupar l���an��lisi, disseny i implementaci�� de les modificacions necess��ries a incorporar a la plataforma ACME per tal de millorar el gestor de grups, els exercicis Excel i finalment permetre el treball en grup. El projecte consta de tres parts: millorar les interf��cies del professor i de l���alumne, la millora del exercicis Excel i la resoluci�� d���exercicis en grup

El desarrollo personal y profesional mediante el aprendizaje reflexivo : una experiencia en el grado de Educaci��n Social

In the last years, an increase of the interest to develop educational practices in higher education, based on the approach of the reflective learning, is observed. Nevertheless, we scarcely find in our context researches or experiences that allow knowing students��� perceptions about this teaching and learning approach. We have developed an experience in the bachelor of Social Education at the University of Girona with the aim to contribute to the personal and professional development of future social educators in their initial training, using reflective learning methodology. In this article we present an evaluation of the experience based on students��� perceptions. They assessed the usefulness they think the module has for their training, the methodology and the activities. This evaluation has been carried out through in-depth interviews to 17 students who participated in the module in 2010-11 academic year. The results show that students assess positively the experience, either its general usefulness or the methodology of reflective learning, although they acknowledge some difficulties to carry out such a process which involves a high degree of introspection and a difficulty to set the boundaries in the narration of personal questions. The study also shows some challenges related on the need, but also the difficulty, to include personal and professional development as a powerful axis in the higher education curriculum, as well as elements linked to reflective learning assessment

International journal of engineering education

This work presents an analysis of the assessment tools used by professors at the Universitat Polit��cnica de Catalunya to assess the generic competencies introduced in the Bachelor���s Degrees in Engineering. In order to conduct this study, a survey was designed and administered anonymously to a sample of the professors most receptive to educational innovation at their own university. All total, 80 professors responded to this survey, of whom 26% turned out to be members of the university���s own evaluation innovation group (https://www.upc.edu/rima/grups/grapa), GRAPA. This percentage represents 47% of the total GRAPA membership, meaning that nearly half of the professors most concerned about evaluation at the university chose to participate. The analysis of the variables carried out using the statistical program SPSS v19 shows that for practically 49% of those surveyed, rubrics are the tools most commonly used to assess generic competencies integrated in more specific ones. Of those surveyed, 60% use them either frequently or always. The most frequently evaluated generic competencies were teamwork (28%), problem solving (26%), effective oral and written communication (24%) and autonomous learning (13%), all of which constitute commonly recognized competencies in the engineering profession. A two-dimensional crosstabs analysis with SPSS v19 shows a significant correlation (Asymp. Sig. 0.001) between the type of tool used and the competencies assessed. However, no significant correlation was found between the type of assessment tool used and the type of subject, type of evaluation (formative or summative), frequency of feedback given to the students or the degree of student satisfaction, and thus none of these variables can be considered to have an influence on the kind of assessment tool used. In addition, the results also indicate that there are no significant differences between the instructors belonging to GRAPA and the rest of those surveyed

La autoeficacia docente e investigadora del profesorado universitario: relaci��n con su estilo docente e influencia en sus concepciones sobre el nexo docencia-investigaci��n

The aim of this paper was to explore whether self-efficacy as teacher and researcher perceived by university lecturers was related to teaching styles and approaches. Two instruments were administered to 259 teachers at the University of Girona (Spain), who were active researchers and had a teaching workload of 9 ECTS or above. The results showed that self-efficacy as a researcher was the variable which yielded most differences. The higher the self-efficacy of the researcher, the stronger the belief that teaching was guided by research. Certain beliefs about the teaching-research nexus were very different according to the degree of self-efficacy as a researcher, while there were fewer differences in terms of gender and field of study

The personal research portal : web 2.0 driven individual commitment with open access for development

Peer-reviewed