1. LOST IN CLIL???? Content and language integrated learning (CLIL) across Europe: approaches and quality issues in higher education
Anca Greere & Anne Räsänen
LANQUA subproject 3 coordinators

2. LANQUA 5 Thematic Subprojects: Intercultural Communication
Language teacher education
Content Language Integrated Learning
Literature and Culture
Language Learning

3. Outline Setting the scene Definition of CLIL in the subproject
Variation of approaches: CLIL steps
Variation of pedagogical features
Quality issues – problems, solutions, learning outcomes, case studies => TOOLKIT

4. Preliminary Questions ???
What are the reasons for implementing CLIL?
Is there a planned/staged-out approach to CLIL implementation?
At what levels of education is CLIL mostly practiced (e.g. BA, MA, PhD, CPD)?
Are these full-size L2 mediated programmes or modules offered systematically?
What subjects/domains are most likely to take up CLIL?
How are learning outcomes defined? Are learning outcomes specified for both language and content?
How is CLIL delivered (e.g. contact hours, blended learning, e‑learning options)?
Is there coordination between language-specialists and subject-specialists (e.g. joint planning of syllabus and learning outcomes, team teaching)?
How are students’ needs dealt with? Is there any language support offered to students prior or during the content courses?
How are educators’ needs dealt with? Is there any language support offered to subject-specialists? Is there any content-related support offered to language-specialists?

5. Asking Management (majority of answers in the preliminary survey)
Q: Are there any aims for language AND communication development?
A: NO
Q: Are subject knowledge and communication skills both assessed?
A:'NO, only knowledge skills are assessed explicitly. Assessment of communication skills would make no sense. 

6. Asking Students (some answers to the preliminary survey)
Q: How do you find the language and communication skills of your teacher?
A:”In the general course the lector had to switch to German to explain difficult things in more detail, so he hadn´t good skills in the foreign language. The other course was a specific English course which was perfectly structured and performed.”
A: “The English skills of my teacher in my English course were very good. For me he talked like a native …The teacher in the other course, I was enrolled, was weak. Everyone recognized that he had to teach in English for the first time. So it was hard to listen to the speech, but sometimes it was really funny!”
Q: . Do you think that teaching through a foreign language requires different pedagogical skills from teaching through the local language?
Comment:” The question has to do with pedagogical skills that we students are not entitled to know and discuss about”

7. Definition of CLIL
CLIL is generally defined as a pedagogical approach which has a dual (integrated) aim: learning of the subject matter (content) and learning of the (second/foreign/target) language used as the medium of instruction for the content
in SP3, CLIL is seen as a continuum or an umbrella term for all those approaches in which some form of specific and academic language support is offered to HE students in order to facilitate their learning of the content through that language, or in which multilingual and multicultural competence is pedagogically promoted during content learning

8. FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
- no concern for language learning, other agendas
no (pedagogical) collaboration btw any teachers
e.g. visiting experts giving individual lectures
incidental, unsystematic, limited exposure (<25%)
NON-
CLIL
Anne Räsänen 2010

9. FROM NON-CLIL TO CLIL - language specialists providing discipline-
(in second/foreign language mediated higher education)
PRE-CLIL
LSP /
Discipline-
Based
Language
Teaching
- language specialists providing discipline-
specific language teaching to support learning
no (systematic) collaboration with subject
specialists, language teacher chooses materials
possible power plays, role formation
NON-
CLIL
Anne Räsänen 2010

10. FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
PARTIAL CLIL
(language, LAP)
- pre-sessional teaching of language, discourse,
academic practices etc. to support students’ learning
in the content course/programme that follows
- possible collaboration between teachers
-language learning outcomes specified according
to content learning needs
Pre-CLIL/
LSP
Discipline-
Based
Language
Teaching
NON-
CLIL
Anne Räsänen 2010

11. FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
PARTIAL CLIL
(content)
PARTIAL
CLIL
(language)
- courses/programmes provided
systematically by subject specialists
to mixed, multicultural and
multilingual groups (>25% exposure)
language learning expected due to
exposure, but no specified outcomes;
often implicit aims and criteria
- collaboration possible, but rare
PRE-CLIL
LSP /
Discipline-
Based
Language
Teaching
NON-
CLIL
Anne Räsänen 2010

12. (in second/foreign language mediated higher education)
FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
ADJUNCT-
CLIL
PARTIAL
CLIL
(content)
- language support
coordinated with/
integrated in
subject studies and
takes place
simultaneously
joint planning and
specified outcomes
and criteria for both
content and language
PARTIAL
CLIL
(language)
PRE-CLIL
LSP /
Discipline-
Based
Language
Teaching
NON-
CLIL
Anne Räsänen 2010

13. (in second/foreign language mediated higher education)
FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
CLIL
ADJUNCT-
CLIL
-fully dual
approach
and full
integration
across
subject
teaching
by subject
specialist
or via team
PARTIAL
CLIL
(content)
PARTIAL
CLIL
(language)
PRE-CLIL
LSP /
Discipline-
Based
Language
Teaching
NON-
CLIL
Anne Räsänen 2010

14. STEPS FROM NON-CLIL TO CLIL
(in L2 & FL mediated higher education)
pre-sessional teaching of language,
discourse, academic practices etc. to
support students’ learning in the content
course/programme that follows
- possible collaboration btw teachers
-language learning outcomes specified
according to content learning needs
CLIL
Partial CLIL
(language)
ADJUNCT-
CLIL
-fully dual
approach
and full
integration of
language
across subject
teaching
by subject
specialist or
via team teaching
specified
outcomes and
criteria for
both content
and language
Partial CLIL
(content)
- language support
coordinated with/
integrated in
subject studies
and takes place
simultaneously
joint planning btw
teachers and
specified outcomes
and criteria for both
content and language
courses/programmes
provided systematically
by subject specialists
to mixed, multicultural
and multilingual groups
(>25% exposure)
language learning expected due to
exposure, but outcomes not
specified; implicit aims and criteria
- collaboration possible, but rare
PRE-CLIL/LSP
Discipline-
Based
Language
Teaching
NON-CLIL
- no concern for
language learning,
other agendas
no (pedagogical)
collaboration
e.g. visiting experts,
individual lectures
incidental,
unsystematic,
limited exposure (<25%)
- language specialists providing
discipline-specific LT
to support learning
no (systematic) collaboration
with subject specialists,
FL teacher chooses materials
possible power plays,
role formation
LANQUA/CLIL Anne Räsänen/2010 14

15. Quality Assurance ???
Are there external Quality Assurance Mechanisms (national: QA bodies/agencies, international: ISO standards)?
Are there internal Quality Assurance Mechanisms (e.g. institutional, faculty, programme level)?
What are the areas of QA (e.g. staff competences, student competences, infrastructure, curriculum planning, etc.)
Is there a coherent institutional language policy including CLIL issues? Is it applied?
Is evaluation by peers practiced? Is there any washback effect?
Is evaluation by students practiced? Is there any washback effect?

16. Quality Issues
Collaboration between content specialists and language specialists in planning, aims-setting, materials design, and formulation of learning outcomes and assessment criteria in order to assure an informed CLIL approach and curriculum for courses and programmes
Increased language awareness in content instruction
Awareness of new focuses in language instruction (e.g. language use vs. language accuracy)
New pedagogical profiles of both content and language teachers
Support systems for students and teachers
Institutional and management issues (e.g. resources, funding, professional development requirements, evaluation)

17. Case studies
University of Nicosia, CYPRUS: Implementing a CLIL Approach with German in HE Training of Tourism Professionals
University of Toulouse 1 Capitole, FRANCE: Facing the Challenges of CLIL at the School of Economics
University of Luxembourg, LUXEMBOURG: Developing Multilingual Learning and Plurilingual Communication through the Teacher Education Programme
University of Fribourg, SWITZERLAND: Analyzing CLIL pedagogical strategies at the Faculty of Science
University of Trento, ITALY: Promoting Collaboration between Content Teachers and Language Teachers for the Master’s In European and International Studies
University of Jyväskylä, FINLAND: A Consolidated Language Support System for International (English-medium) Master’s Degree Programmes

18. (in second/foreign language mediated higher education)
FROM NON-CLIL TO CLIL
(in second/foreign language mediated higher education)
CLIL
ADJUNCT-
CLIL
Jyväskyla,
Finland +
[in future]
Nicosia,
Cyprus
PARTIAL
CLIL
(content)
Trento,
Italy
Kate
PARTIAL
CLIL
(language)
Fribourg,
Switzerland +
Toulouse,
France
Luxembourg
PRE-CLIL
LSP /
Discipline-
Based
Language
Teaching
NON-
CLIL

19. CLIL Learning Outcomes
Competence areas identified
Information management and problem-solving for building expertise (i.e. competence in the field)
Identity of the profession and its international and multicultural dimension
Professional networking and teaming
Discipline-specific and social communication conventions
Life-long learning and self-direction

20. CLIL Learning Outcomes (On completion of the Master’s degree, students are expected …) 1/5
...to have acquired:
...to be able to demonstrate:
Multilingual mastery of the field-specific and professional domain. Knowledge and understanding of how information is managed, conceptualised, and communicated in the target languages in the field-specific academic and professional domain and how the body of knowledge in the field can be contributed to through research activities.
Receptive and productive communication competence in the target languages to access, process and critically evaluate information in the field of study, to share information, and to identify, analyse and solve problems in multiprofessional settings of the field.

21. CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 2/5
...to have acquired:
...to be able to demonstrate:
Awareness and understanding of the national and international dimension of the professions in the field, including cultural differences and own cultural, academic and professional presuppositions and representations, as well as how they are manifested in the target languages
Skills and strategies to mediate between languages and cultures in social and in professional settings, including effective translanguaging (code-switching, intercomprehension strategies, mediation), intercultural awareness and negotiation of meaning needed in multilingual and multicultural environments. (multiliteracy)

22. CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 3/5
...to have acquired:
...to be able to demonstrate:
Knowledge and understanding of how multilingual and multicultural professional teams, networks and communities operate in both face-to-face and virtual contexts and which interpersonal and intercultural skills are required.
Professional and interpersonal communication skills in the target languages in order to function and interact in specific and interdisciplinary fields, teams, networks and communities, as well as in social contexts. 22

23. CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 4/5
...to have acquired:
...to be able to demonstrate:
Awareness, knowledge and understanding of the communication conventions in the field and profession in the target languages, for example genre, discourse and register conventions, as well as sensitivity to appropriate language use in academic, professional and social contexts.
Competence in appropriate oral and written communication in target languages in the specific academic field and in professional and social contexts, including communicating own expertise to different audiences.

24. CLIL Learning Outcomes (On completion of the Master’s degree, students are expected to …) 5/5
...to have acquired:
...to be able to demonstrate:
Understanding of the importance of continuously developing one’s own professional expertise through multilingual and multicultural sources and experiences, including ICT‑enhanced environments.
Ability to apply appropriate metacognitive skills and strategies needed for self-directed and integrated content and language learning on a lifelong basis.
Anne Räsänen 2010

25. SP3 – Thank you!!! Anca Greere – Babeş-Bolyai University, ROMANIA
Anne Räsänen –   Jyväskylän Yliopisto, FINLAND
Gail Taillefer  – Université Toulouse 1 Sciences Sociales, FRANCE
Brigitte Forster Vosicki – Université de Lausanne, SWITZERLAND
Christine Lechner – Pädagogische Hochschule Tirol, AUSTRIA 
Antroulla Papakyriakou – University of Nicosia, CYPRUS
María Luz Suárez – Universidad de Deusto, SPAIN
Klára Szabó – Szegedi Tudomanyegyetem, HUNGARY
Marie-Anne Hansen-Pauly – University of Luxembourg, LUXEMBOURG
Kate Riley – Università degli Studi di Trento, ITALY
Anna Liharevschi – Universite de Geneve, SWITZERLAND