FOCUSING ON COMPETENCE AS A STRATEGY TO TEACH ESP IN CONTENT AND LANGUAGE INTEGRATED LEARNING CONTEXTS

Candela Contero Urgal(1*),

(1) University of Cadiz
(*) Corresponding Author

Abstract


The increasing spread of bilingual programs in Spanish Universities has had to face multiple worries and uncertainties over the success of Content and Language Integrated Learning (CLIL) and English-medium instruction (EMI) plans (Pavón, 2018). One of these concerns addresses the question of whether content or language should prevail in CLIL teaching. Content teachers worry about giving more importance to language than to the content they need to teach, fearing they will not be able to cope with all the compulsory content during their lectures (Doiz, Lasagabaster & Pavón, 2020). CLIL developers have had to fight against the pessimistic opinions towards CLIL and its implementation in Higher Education (Cañado, 2020). The present paper aims to meet the need to move towards competence development in CLIL teaching. Approaching language and content teaching through a competence-focused perspective will help us tackle interdisciplinary as well as sustainable development goals through CLIL. A survey conducted on students of Business English courses within CLIL and Non-CLIL contexts will help us envisage the usefulness of adding non-linguistic skill development to English for Specific Purposes of teaching as a way to bridge the gap between language and content.


Keywords


business English, content and language integrated learning (CLIL), English-medium instruction (EMI), English for specific purposes (ESP)

Full Text:

PDF

References


Airey, J. (2004). Can you teach it in English? Aspects of the language choice debate in Swedish higher education. In R. Wilkinson (ed.), Integrating content and language: Meeting the challenge of a multilingual education (pp. 97–108). Maastricht: Maastricht University.

Ávila-López, J., Rubio-Cuenca, F., & López-Lechuga, R. (2021). AGCEPESA Project: Designing a Tool to Measure the Quality of Plurilingual Programmes in Higher Education. In F.D. Rubio-Alcalá & D. Coyle (eds.), Developing and evaluating quality bilingual practices in higher education (pp. 137-162). Bristol: Multilingual matters.

Bratanych, O., & Vyshnevska, K. (2018). Competency-based approach to teaching English for specific purposes (ESP) and business English (BE). Polonia University Scientific Journal, 27(2), 106-115. https://doi.org/10.23856/2712

Cañado, M. L. P. (2012). Competency-based language teaching in higher education. Dordrecht: Springer.

Cañado, M. L. P. (2020). Common CLIL (mis)conceptions: Setting the record straight. The manifold nature of bilingual education (pp. 1-30). Cambridge: Cambridge Scholars Publishing.

Diezmas, E. N. M. D. (2017). Eficacia de los programas bilingües en la adquisición de las destrezas comunicativas en lengua inglesa: Un estudio comparativo. Paper presented at the XVIII Congreso Internacional de la SEDLL: Visión Histórica y Prospectiva de la Educación Lingüística y Literaria.

Doiz, A., Lasagabaster, D., & Pavón, V. (2020). The integration of language and content in English-medium instruction courses: Lecturers' beliefs and practices. Iberica, 38, 151-175.

European Commision. (2021). Erasmus+ programme guide. Version 1 2022 (24/11/2021). Retrieved from https://erasmus-plus.ec.europa.eu/erasmus-programme-guide.

European Higher Education Area. (2016). Bologna process, work programme 1999-2001. International seminar on bachelor level degree. Retrieved from: https://bit.ly/3f6bHSV.

Lasagabaster, D. (2014). Content versus language teacher: How are CLIL students affected? In Integration of theory and practice in CLIL. Leiden: Brill Rodopi. https://doi.org/10.1163/9789401210614_009

McDougald, J. (2014). Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal, 17(1), 25–41. https://doi.org/10.14483/udistrital.jour. calj.2015.1.a0

Ministry of Education, Culture and Sport. (2018). Memoria del título de Graduado en Administración y Dirección de Empresas por la Universidad de Cádiz.

O’Sullivan, N., & Burce, A. (2014). Teaching and learning in competency-based education. Paper presented at The Fifth International Conference on e-Learning (e-Learning, 2014). 22-23.

Pavón, V. (2018). La controversia de la educación bilingüe en España. Tribuna Norteamericana, 26, 20-27.

Pavón, V., & Rubio, F. (2010). Teachers’ concerns and uncertainties about the introduction of CLIL programmes. Porta Linguarum, 14, 45-58.

Radjaa, D. (2012). Suggesting a competency-based approach to ESP teaching. a case study of marketing and international trade classes at INSIM Institute (Master thesis, Oran University, Republic of Algeria).

Riyandari, A. (2004). Challenges in implementing competency-based English language teaching at university level. TEFLIN Journal, 15(1), 14-26. http://dx.doi.org/10.15639/teflinjournal.v15i1/14-26

Stendera, M. (2018). Teaching through skills-focused feedback. Philosophical Pedagogy Workshop. Melbourne: University of Melbourne

Urgal, C. C. (2017). Técnicas didácticas y metodológicas para el perfeccionamiento de la gestión del aprendizaje del profesor AICLE en la enseñanza superior (Doctoral thesis, University of Cadiz).

Urgal, C. C. (2020). CLIL teacher training for reducing rejection towards bilingual education at university. In M. M. Sánchez-Pérez (ed.), Teacher training for English-medium instruction in higher education (pp.257-273). https://doi.org/10.4018/978-1-7998-2318-6.ch012

Wamsler, C. (2020). Education for sustainability: Fostering a more conscious society and transformation towards sustainability. International Journal of Sustainability in Higher Education, 21(1), 112-130. https://doi.org/10.1108/IJSHE-04-2019-0152




DOI: https://doi.org/10.24071/llt.v25i2.5259

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Candela Contero Urgal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

    

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.