Models of language support for instruction given in English: Examples from Forestry, Natural and Social Sciences Roy Siddall & Anu Virkkunen-Fullenwider University of Helsinki Language Centre

Background Internationalization in higher education Increasing student mobility Rising number of international students at Helsinki University Concurrent increase in teaching through English Communication difficulties can interfere with teaching and learning of the subject

Analysis of language needs : Detailed analysis of potential need for language support to facilitate teaching through English (TTE) Strengths and weaknesses of Finnish and foreign students Support needed by students Support needed by instructors Development of support systems

Aims of this presentation Describe 3 examples of TTE support in separate faculties Examine the advantages and disadvantages Present the outcomes from the language teacher perspective

1. Forest Products Marketing (FPM) Department of Forest Economics One-year programme Oldest programme in taught in English (>10 yrs) 4 business English courses taught in English All compulsory if English elected Additional to degree language requirements Each course separately assessed Final grade for business English is weighted course average

FPM Language support Students mostly Finnish Arrangement with Language Centre teachers ~5 yrs ago Individual support given in all courses special emphasis on productive skills Seminar papers written in English: checked by LC teacher No systematic support given to subject teachers

Advantages of FPM Language support Advanced business English in both receptive and productive skills Easier for course teachers to: Understand their students Be able to read their papers Increases student confidence Better cross-comparability with similar programmes taught elsewhere

Disadvantages of FPM language support Grading papers highly problematic Lack of in-depth integration of subject and language teaching (Regular meetings with course instructors)

2. Boreal Biota and Ecology Programme (BBE) Department of Biological and Environmental Sciences One-term study programme, established 1993 All courses taught in English (~36 ECTS total) Caters for Finnish and foreign exchange students

BBE language support In-depth analysis of the programme and language support needs in 2001 Teacher observation, analysis of handouts and other material Individual and group conferencing with the instructors in the programme Analysis of all courses: Reports given to the instructors Negotiated language support based on the analysis

BBE language support Cultural awareness training Academic writing instruction Pronunciation (ecological terms) Individual support focused on a single course reading comprehension writing assignments oral presentation

Advantages of BBE language support Integration of subject and language teaching Good working relationship Compulsory English language requirements fulfilled Extremely positive feedback

Disadvantages of BBE language support No language credits for exchange students Voluntary participation in language support activities Limited resources: focused individual support

3. Argonaut Study Programme (ASP) Dept of Communication, Faculty of Social Sciences International programme established 1996: ECTS Cooperation with Language Centre ~2 yrs Mostly foreign students; few Finns

ASP language support Support focused on seminar-based course; many separate speakers (NNS) Cultural awareness training for staff and students Support for group presentations (video-recording and analysis) Individual support with writing assignments

Advantages of ASP support Close cooperation between language and subject teachers Cultural awareness training helps group dynamics to develop Language teachers “spot teach” during the course Individual writing support Compulsory English language requirements fulfilled

Disadvantages of APS language support Lack of individual support for presentations Very heterogeneous group No support for course teachers

Overall outcomes Positive attitude of teachers and students towards working with language teachers Language teacher (LT) has a better opportunity to concentrate on the particular needs of the students Development of working relationship between LTs and departments Lifelong learning for LTs

Recommendations Integrate language support with subject teaching (Language credits) Greatest needs for developing productive skills in English If resources limited, focus rather than spread the support Increasing need to support staff teaching through English

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