Students��� viewpoint on engineering subjects taught in English

The European Educational Institutions have the challenge and the commitment to enhance multilingual competence and teaching curricular subjects in a foreign language is seen as one of the most promising alternatives. In that context, professors teaching different engineering subjects at the School of Engineering of the UPC at Manresa (EPSEM) have been involved in projects aiming at analyzing the current linguistic situation and developing some on-line open access materials using CLIL as a strategy. They formed the u-Linguatech Research Group on Multilingual Communication in Science and Technology in order to provide such resources in an effective and efficient way. In this paper, we focus on students��� perception of the improvement of their multilingual competence throughout their Engineering degree, by means of subjects taught in English by non-native speakers. Data about the English level of current students are taken into account. We also describe the use of the above resources to improve the quality of subjects learning related to Chemical Engineering curricula.

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.

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).

Competence Development and Capacity Building of Sawmill Enterprises in Kenya ��� A Human Resources Development Approach

The Kenyan forestry and sawmilling industry have been subject to a changing environment since 1999 when the industrial forest plantations were closed down. This has lowered raw material supply and it has affected and reduced the sawmill operations and the viability of the sawmill enterprises. The capacity of the 276 registered sawmills is not sufficient to fulfill sawn timber demand in Kenya. This is because of the technological degradation and lack of a qualified labor force, which were caused because of non-existent sawmilling education and further training in Kenya. Lack of competent sawmill workers has led to low raw material recovery, under utilization of resources and loss of employment. The objective of the work was to suggest models, methods and approaches for the competence and capacity development of the Kenyan sawmilling industry, sawmills and their workers. A nationwide field survey, interviews, questionnaire and literature review was used for data collection to find out the sawmills��� competence development areas and to suggest models and methods for their capacity building. The sampling frame included 22 sawmills that represented 72,5% of all the registered sawmills in Kenya. The results confirmed that the sawmills��� technological level was backwards, productivity low, raw material recovery unacceptable and workers��� professional education low. The future challenges will be how to establish the sawmills��� capacity building and workers��� competence development. Sawmilling industry development requires various actions through new development models and approaches. Activities should be started for technological development and workers��� competence development. This requires re-starting of vocational training in sawmilling and the establishment of more effective co-operation between the sawmills and their stakeholder groups. In competence development the Enterprise Competence Management Model of Nurminen (2007) can be used, whereas the best training model and approach would be a practically oriented learning at work model in which the short courses, technical assistance and extension services would be the key functions.

Ammatillisen osaamisen tukeminen muuttuvissa toimintaymp��rist��iss�� : tutkimus ik����ntyvien ty��ntekij��iden n��k��kulmasta

The purpose of the study was to describe the experiences of received support of aging employees and their work related self-image in changing working environments. Firstly, theaim was to discover how the support from organisations and leaders was verified. Secondly, the aim was to get answers how employees experienced themselves as workers and as learners in the current work context. Thirdly, the aim was to compare different knowledge information stages and company cultures and how they have influenced the experiences of professional competence development among aging employees. In addition the education- and career backgrounds were investigated to gain more understanding of their role in experiencing support and relation to the occupational self-image. The theoretical frame of reference of this researchis multidisciplinary. The theoretical part focuses on the meaning of work for human being from a sociological, late-modern perspective. On the other hand it examines the ageing process from a physiological and also from a perspective of age discrimination and life control. The occupational selfimage and the strength of motivation has an effect on learning in working life which is crucial and firmpart individual trajectories. According to the theoretical review company culture, leadership and especially the managers' role as a creator of a learning atmosphere are increasingly critical for aging adults' learning when the role of informal work-based learning is increasing. The empirical data was collected with aquestionnaire and interviews, which were carried out in May to October 2001. The data consists of 263 respondents of which further eight persons were interviewed. All respondents were over the age of 45 and represented all levels of their organisations in an IT-technology firm and a chemical industry plant. The central findings in this research show that the aging adults have experienced that theemployers do care about the development of their occupational skills. On the other hand there are fewer concrete activities to reveal this support. There is anobvious disproportion between the expressed aims and the realisation of the activities. Signs of age discrimination are few. The style of management has becomemore supporting for self directed activities which are seen to support adults learning. Higher education and individual activity to seek possibilities to learnwere encouraging the development of occupational skills. Age itself was not a crucial aspect when comparing the experiences among younger (45-54 years) and older (55-64 years) groups. Job satisfaction and professional self esteem seemed tobe considerably strong. The individual characteristics were more important elements in developing occupational skills than the age. The degree of anxiety at work was low. In addition among the older group the strong feeling of coherence and the occupational self image were significant for supporting the professional competence. The motivation to learn was also stable. Among the seniors there was some slight evidence of declining motivation. In the IT-firm the support was experienced stronger for aging employees than in the chemical industry plant. Thosewho had experienced support in the chemical industry plant had higher educational background than the others. In IT-firm they also experienced more support from the manager than in the chemical industry plant. The results show that it is more likely that the differences are caused mostly by the stage of information intensity and the character of company culture which is determined by the activities. IT-business demands constantly accommodation to changes and the chemical industry plant which is representing more traditional business field, where the atmosphere of learning is determined by the traditions of company culture, the changes are carried out slowly.

���Hei, m�� opin t��n asian enkuks!��� Toimintatutkimus ymp��rist��tiedon ainesis��lt��jen ja vieraan kielen oppimisesta sek�� opettamisesta englanninkieliss�� oppituokioissa

T��m�� kvalitatiivinen toimintatutkimus sai l��ht��kipin��n opettajan tarpeesta kehitt���� englannin kielen opetustaan suuntaan, joka innostaisi oppijoita opiskelemaan ja tuottamaan vierasta kielt�� rohkeasti. Tutkimuksen tarkoituksena oli selvitt����, mit�� muutoksia oppijoissa ilmenee, kun perinteiseen vieraan kielen opetukseen sis��llytet����n kahden lukuvuoden ajan oppituokioita, joissa ymp��rist��tiedon ainesis��lt��j�� opetetaan vieraalla kielell��. Kiinnostuksen kohteena oli tutkia, ilmeneek�� oppijoilla muutoksia ainesis��lt��jen hallinnassa, englanninkielisen ymp��rist��tiedon sanavaraston karttumisessa, kielitaidon kehittymisess�� sek�� asenteessa oppituokioita ja englannin kielt�� kohtaan yleens��. Tutkimuksen tarkoituksena oli my��s luoda toimivaa k��yt��nt���� opettajalle toteuttaa ainesis��lt��jen opettamista vieraalla kielell��, josta kansainv��lisesti k��ytet����n termi�� Content and language integrated learning (CLIL). Tutkimus oli kahden vuoden pitkitt��istutkimus, joka toteutettiin lukuvuosina 2008���2010. Tutkimusjoukko koostui 18:sta (11 poikaa ja 7 tytt����) nelj��tt�� luokkaa aloittavasta oppijasta. Vertailuryhm����n kuului 22 musiikkiluokan oppijaa (6 poikaa ja 16 tytt����). Tutkija opetti molemmille ryhmille englannin kielt�� kaksi viikkotuntia. Englanninkieliset oppituokiot toteutettiin englannin tuntien yhteydess�� noin kerran viikossa. Kerrallaan tuokio kesti 15���20 minuuttia. Tutkimusaineistoa, joka koostuu sek�� kvalitatiivisesta ett�� kvantitatiivisesta aineistosta, ker��ttiin eri tavoin: tutkija ker��si havaintomateriaalia p��iv��kirjaansa koko tutkimuksen ajan, oppijoita testattiin kuusi kertaa tutkimuksen aikana sek�� itsearvio- ja asennekyselyj�� toteutettiin kahdesti. Tutkimusaineiston pohjalta saatiin selvi�� tutkimustuloksia, joiden mukaan CLIL-opetus vaikutti oppijoihin positiivisesti: ymp��rist��tiedon ainesis��lt��j�� opittiin, englanninkielinen ymp��rist��tiedon sanavarasto laajeni ja vierasta kielt�� k��ytettiin rohkeammin kuin aiemmin. Kommunikoidessa huomio kiinnitettiin kielen tarkkailun sijasta asiasis��lt����n. Oppijat suhtautuivat englanninkielisiin oppituokioihin positiivisesti ja englannin osaaminen koettiin t��rke��ksi. T��ss��kin kokeilussa CLIL osoittautui joustavaksi metodiseksi l��hestymistavaksi, joka taipuu k��ytt��kelpoiseksi k��yt��nn��n teoriaksi soveltuen monenlaisille oppijoille.

Actividades para la ense??anza de ingl??s a trav??s de contenidos en secundaria (II)

El Programa PALE (programa de apoyo al aprendizaje de lenguas extranjeras), cofinanciado por el Ministerio de Educaci??n y Ciencia y las Comunidades Aut??nomas, pretende dar respuesta, desde el Sistema Educativo, a las necesidades derivadas de la mejora de la ense??anza y el aprendizaje de lenguas extranjeras en una sociedad como la actual, donde las lenguas se consideran conocimientos b??sicos que precisa la ciudadan??a europea para su formaci??n, para mejorar sus posibilidades de empleo, para la promoci??n del intercambio cultural y para la realizaci??n persona. El material incluido en este Cd-Rom ha sido realizado en la tercera fase del curso PALE 2008 para Secundaria del CPR de Oviedo, tras la formaci??n recibida en Asturias y en el extranjero, mediante la constituci??n de un grupo de trabajo. Consta de una serie de presentaciones realizadas durante el desarrollo del curso PALE, de once unidades did??cticas en relaci??n con distintas ??reas en las que se ejemplifica la forma de trabajar la ense??anza a trav??s de contenidos, CLIL ('Content and Language Integrated Learning'), de una gu??a para la realizaci??n de presentaciones orales y de un listado de frases ??tiles para el profesorado. Las materias y las unidades trabajadas son: 1) Art: Multimedia language: building images. 2) Biology: Healthy habits and healthy life y 'Health and disease'. 3) Chemistry: 'Chemical reactions'. 4) Citizenship and Ethics: 'Conflicts and solutions' y 'The rights of our body'. 5) Maths: 'Equations' y 'Similarity'. 6) Music: 'The singing voice'. 7). Physical Education: 'Welcome to the world of PE' y 'Health related fitness'.

Aprendizaje integrado de contenidos y lengua (AICLE).

Resumen tomado del autor. Incluye mapas topogr��ficos sobre la implantaci��n del AICLE en Europa

INFO2009 2012-13 Resource Group 6 Flashcards

An inspirational and educational flashcard resource for secondary school children. Can be used as flashcards or as a matching activity (depending on how cards are cut out).

Provisional coverage for independent workers

The study examines how, from the traditional work of the independent artisan, we have moved to autonomous work integrated within networks of specialized businesses. This modality is owed not only to the manner in which labor is organized today, to government stimuli, to actions of multilaterals, but also to unemployment. With the purpose of humanizing independent work and rationalizing business costs, an intermediate category of autonomous worker has been created; the semi-dependent who moves between legal freedom and economic independence. The administration, for its part, focuses on broadening social coverage, not always developed for bureaucratic reasons, which is connected to the low density of contributions from the autonomous workers. The challenge put forth is that of provisional coverage for the independents, which is possible whenever citizens participate to resolve social inequality, resulting from the lack of job opportunities, low purchasing power and educational level.��

��Impact�� el programa de Tutores Pares a sus tutores?

Introducci��n: El programa de Tutores Pares-TP es una iniciativa creada en la EMCS de la Universidad del Rosario que brinda acompa��amiento acad��mico a trav��s de estudiantes-tutores a pares menos avanzados. ��ste entrega a sus Tutores sistem��ticamente, herramientas para desempe��arse arm��nicamente en el ejercicio de gu��a y provee habilidades para el manejo del saber. Este estudio busca explorar posibles ��impactos�� generados tras la participaci��n de estudiantes de medicina como TPs dentro de un programa estructurado. Materiales y m��todos: Estudio cualitativo que involucr�� la construcci��n y aplicaci��n de encuestas a grupos focales ���TPs, Docentes y Familiares- creadas a partir de seis ejes/categor��as que enmarcan al m��dico ideal. Las respuestas obtenidas de preguntas cerradas ���en escala valorativa- y de naturaleza abierta fueron sometidas a an��lisis descriptivo ���modas- y triangulaci��n. Resultados: 41 tutores, agrupados en 4 grupos de an��lisis, evidenciaron un impacto general positivo con predominio en habilidades interpersonales (60%,65%,66%,45%, respectivamente), funciones/actividades basadas en la pr��ctica y mejoramiento (57%,67%,60%,45%) y la forma como se emplean los conocimientos (47%,70%,67%,48%). Ocho docentes encuestados consideraron relevante el impacto del programa en habilidades interpersonales-(49%), conocimientos-(42%) y la interacci��n con colegas-(38%). En los padres de familia hay consenso en el cambio en habilidades interpersonales, funciones basadas en la pr��ctica y mejoramiento y en actitudes-valores ��tico/morales. Dichos resultados est��n en paralelo con las observaciones plasmadas en las preguntas abiertas. Conclusiones: Se evidenci�� un impacto general positivo en la formaci��n y desempe��o profesional tras la participaci��n como TPs dentro del programa; hallazgo que soporta aquellos publicados de experiencias acad��micas similares.