CLIL and ESP at tertiary education: Perspectives of Russia and Lithuania | Vestnik Tomskogo gosudarstvennogo universiteta – Tomsk State University Journal. 2022. № 474. DOI: 10.17223/15617793/474/5

CLIL and ESP at tertiary education: Perspectives of Russia and Lithuania

Nowadays, ESP and CLIL are the two main players in the language teaching arena in global tertiary education. The aim of this paper is to evaluate the “strengths” and “weaknesses” of these two approaches and their methodologies. The data have been collected through interviews to trace: (a) factors that cause a university to adopt one language teaching methodology over the other; (b) advantages and disadvantages of each one; (c) level of teachers' professional satisfaction in using CLIL or ESP, and (d) availability of didactic tools and materials.

Download file

Counter downloads: 85

Keywords

English for specific purposes (ESP), content-language integrated learning (CLIL), multidisciplinary language learning, language awareness, teachers' job satisfaction

Authors

Name	Organization	E-mail
Sidorenko Tatyana V.	Tomsk Polytechnic University	sidorenkot@tpu.ru
Rosanova Yanah V.	Tomsk Polytechnic University	ioannastar@list.ru
Medvedeva Olga	Vilnius University	medolga0707@gmail.com
Eimuliene Vaiva	Vilnius University	vaiva.eimuliene@flf.vu.lt

Всего: 4

References

Ting, T. (2010) In Focus: CLIL Appeals to How the Brain Likes its Information: Examples from CLIL-(Neuro) Science.International CLIL Research Journal. 1 (3). [Online] Available from: http://www.icrj.eu/13/article1.html

Hutchinson, T. & Waters, A. (1987) English for Specific Purposes: A learner-centered approach. Cambridge University Press.

Gatehouse, K. (2001) Key Issues in English for Specific Purposes (ESP) Curriculum Development. The Internet TESL Journal VII (10). [Online] Available from: http://iteslj.org/

Coyle, D., Hood, P. & Marsh, D. (2010) CLIL: Content and Language Integrated Learning. Cambridge University Press.

Cimermanova, I. (2021) A Review of European Research on Content and Language Integrated Learning.Integratsiya obrazovaniya - Integration of Education. 25 (2). pp. 192-213. (In Russian). DOI: 10.15507/1991- 9468.103.025.202102.192-213

Commission of the European Communities. (2003) Promoting language learning and linguistic diversity: An action plan.COM (2004-2006) 449 final. [Online] Available from: https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2003:0449:FIN:en:PDF

EURIDICE. [Online] Available from: http://www.eurydice.org

Marsh, D. (2008) Language awareness and CLIL. Encyclopedia of language and education. 6. pp. 233-246.

Del Pozo, M. (2017) CLIL and ESP: Synergies and mutual inspiration.International Journal of Language Studies. 11 (4). pp. 29-48.

Liew, K.L. & Khor, C.P. (2014) ESP at tertiary level: Traditional ESP or integrated ESP? [Online] Available from: http://dspace.unimap.edu.my/xmlui/handle/123456789/34587

Dalton-Puffer, C. (2007) Discourse in Content and Language Integrated Learning (CLIL). Amsterdam: John Benjamins Publishing.

Dalton-Puffer, C. (2011) Content and language integrated learning: From practice to principles. Annual Review of Applied Linguistics. 31. pp. 182-204.

Grabe, W. & Stoller, F.L. (1997) Content-based instruction: Research foundations. In: Snow, M.A. & Brinton, D.M. (eds) The content-based classroom: Perspectives on integrating language and content. New York: Longman. pp. 1-21.

Cenoz, J., Genesee, F. & Gorter, D. (2014) Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics. 35 (3). pp. 243262.

Jendrych, E. (2013) Developments in ESP Teaching. Studies in Logic, Grammar and Rhetoric. 34 (1). pp. 43-58.

Fernandez, D.J. (2009) CLIL at the university level: Relating language teaching with and through content teaching. Latin American Journal of Content & Language Integrated Learning. 2 (2). pp. 10-26.

Tarnopolsky, O. (2013) Content-based instruction, CLIL, and immersion in teaching ESP at tertiary schools in non-English-speaking countries. Journal ofELT and Applied Linguistics (JELTAL). 1 (1). pp. 1-11.

Coyle, D. (2007) Content and Language Integrated Learning: Towards a connected research agenda for CLIL pedagogies.International Journal of Bilingual Education and Bilingualism. 10 (5). pp. 543-562.

Dafouz, E. (2011) English as the medium of instruction in Spanish contexts: A look at teacher discourse. In: Ruiz de Zarobe, Y., Sierra, J.M. & Gallardo del Puerto, F. (eds) Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts. Bern: Peter Lang. pp. 89-110.

Dearden, J. (2014) English as a medium of instruction - A growing global phenomenon. British Council.

Gonzalez Ardeo, J.M. (2013) (In)compatibility of CLIL and ESP courses at 30 university. Language Value. 5 (1). pp. 24-47. [Online] Available from: http://dx.doi.org/10.6035/LanguageV.2013.5.3

Arno-Macia, E. & Mancho-Bares, G. (2015) The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes. 37 (1). pp. 63-73.

Coleman, N. (2006) Critical incidents in multicultural training: an examination of student experience. Journal of Multicultural Counseling and Development. 34 (3). pp. 168-182.

Marsh, D. & Laitinen, J. (2005) Medium of instruction in European higher education: Summary of research outcomes of European Network for Language Learning Amongst Undergraduates (ENLU) Task Group 4. Jyvaskyla: UniCOM, University of Jyvaskyla.

Foran, D. & Sancho, C. (2009) CLIL approaches in university Applied Science environments. In: Dafouz, E. & Guerrini, M. (eds) CLIL across education levels: Experiences from Primary, Secondary and Tertiary Contexts. Madrid: Richmond Publishing. pp. 113-123.

Riley, C. (2013) A long hard climb - getting from the bottom to the top of the CLIL incline. Recherche etpratiquespedagogiques en langues de specialite. Cahiers de I’Apliut. 32 (3). pp. 30-56.

Widdowson, H.G. (1983) Learning Purpose and Language Use. Oxford/New York: Oxford University Press.

Wiesemes, R. (2009) Developing theories of practices in CLIL: CLIL as post-method pedagogies? In: Zarobe, Y. & Ratalan, R. (eds) Content and Language Integrated Learning: Evidence from Research in Europe. Bristol, UK: Multilingual Matters. pp. 41-59.

Sidorenko, T., Rybushkina, S. & Rosanova, Ya. (2018) CLIL practices in Tomsk Polytechnic University: Successes and failures. The Education and Science Journal. 20 (8). pp. 164-187. (In Russian). DOI: 10.17853/1994-56392018-8-164-187

Raisanen, C. (n.d.) The promise and challenge of CLIL (Content and Language Integrated Learning) as a mediator for internationalization. Paper presented at the Conference of multilingual competence for professional and social success in Europe. Warsaw, Poland. [Online] Available from: http://konferencje.frse.org.pl/img/default/Mfile/319/file.pdf

Valiukine, R. (2013) Avenues for peer Development in Cross-subject Teams. Verbum. Research in Linguistics and Education Science. 4: pp. 134-143.

Taillefer, G. (2013) CLIL in higher education: the (perfect?) crossroads of ESP and didactic reflection. Asp. 63. pp. 31-53.

Hyland, K. (2002) Specificity revisited: how far should we go now? English For Specific Purposes. 21. pp. 385-395. [Online] Available from: https://www.journals.elsevier.com/english-for-specific-purposes

Flowerdew, J. & Peacock, M. (eds) (2001) Research Perspectives on English for Academic Purposes. Cambridge: Cambridge University Press.

Snow, M. (1991) Teaching language through content. In: Celce-Murcia, M. (ed.) Teaching English as a second or foreign language. Heinle & Heinler. pp. 315-328.

Knezovic, A. (2016) Rethinking the Languages for Specific Purposes Syllabus in the 21st Century: Topic-Centered or Skills-Centered. World Academy of Science, Engineering and Technology. 10 (1). pp. 117-132.