This webinar is part of a series supported by a two-year grant aimed at enhancing Integrated Content and Language (ICL) teaching, learning, and assessment in Algerian Higher Education. This transformative initiative is a collaborative effort involving the Algerian Ministry of Higher Education and Scientific Research, the United States Department of State, the Columbia University Global Center in Tunis, and the Applied Linguistics/TESOL Program at Teachers College, Columbia University.
For the second webinar of this series, the speaker is Professor Joyce Kling, Associate Professor at Lund University, Sweden. Professor Kling brings a wealth of experience to the field of second language education. She teaches second language teacher education courses to both pre-service and in-service teachers at Lund University. Her career spans various roles including ESL & EFL teacher, program director, administrator, teacher trainer, researcher, materials developer, author, and consultant.
Professor Kling earned her PhD in Applied Linguistics from the University of Copenhagen, focusing on English-medium instruction (EMI). Her research interests encompass EMI, teacher cognition, the international classroom, and language testing and assessment. She has also served as the President of the TESOL International Association from 2022 to 2023. Join us for an enlightening session with Professor Kling as she shares insights on targeted CLIL support for English Medium Instruction.
Abstract:
The widespread implementation of English medium instruction (EMI) has resulted in a discussion as to how language development in EMl courses and programs can be supported. Since disciplinary instruction in EMI contexts in non-English dominant contexts is often associated with teaching and learning content without specific language learning goals and outcomes, the responsibility often falls onto language teachers to bridge gaps in both student and teacher academic and disciplinary English competencies for teaching and learning through English. As language learning is typically not the focus of EMI instruction, there is often a lack of opportunity for students to develop their genre-specific knowledge and all the domains therein. However, through cross-disciplinary cooperation, development, and teaching, this can change. By building a sustainable infrastructure with language teachers and content teachers in dialogue, EMI curricula can begin to address language and academic literacy needs. In this presentation, I will describe three case studies drawn from a strategic initiative at the University of Copenhagen that build on Content and Language Integrated Learning (CLIL) methodologies developed to support students' learning of disciplinary content, as well as teachers' abilities to support learning through English. Through the cases, I will demonstrate how collaboration between language teachers and content teachers can provide dual benefits, i.e., a) • highlighting necessary explicit academic language aspects not addressed by content teachers and b) supporting and training content teachers as they work with curricular development in EMI contexts.
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