The role of ESP and CLIL –type The role of ESP and CLIL –type courses in internationalization of courses in internationalization of

universitiesuniversities

Otilia Hutiu , PhDOtilia Hutiu , PhDAssociate Professor Associate Professor

Aurel Vlaicu University , Arad Aurel Vlaicu University , Arad

Aurel Vlaicu University Aurel Vlaicu University

Number of faculties: 9 (with 44 bachelor Number of faculties: 9 (with 44 bachelor programmes , 24 master programmes and programmes , 24 master programmes and 2 doctoral programmes in the fields of: 2 doctoral programmes in the fields of: engineering, economics, humanities, engineering, economics, humanities, educational sciences, theology, design, educational sciences, theology, design, sports, computer science ,food processing sports, computer science ,food processing technologies and environment studies technologies and environment studies

The Faculty of Humanities and The Faculty of Humanities and Social Sciences Social Sciences

- bachelor and master programmes in - bachelor and master programmes in Romanian Language and Literature- Romanian Language and Literature-

English Language and LiteratureEnglish Language and Literature; ;

- a doctoral programme in philology - a doctoral programme in philology

Teacher Training Teacher Training

The initial teacher training programme is The initial teacher training programme is generally run alongside the specialist generally run alongside the specialist bachelor programme, managed by a special bachelor programme, managed by a special department which in our university is part of department which in our university is part of The Faculty of Educational Sciences, The Faculty of Educational Sciences, Psychology and Social SciencesPsychology and Social Sciences

Foreign language training Foreign language training

In the non-philological faculties of our In the non-philological faculties of our university students are mostly offered university students are mostly offered courses in English/German /French for courses in English/German /French for Specific Purposes Specific Purposes

English for Specific Purposes English for Specific Purposes

– Meets specific needs of learnersMeets specific needs of learners– Makes use of underlying methodology and Makes use of underlying methodology and

activities of the discipline it servesactivities of the discipline it serves– Is centered Is centered on the languageon the language appropriate to appropriate to

these activities in terms of grammar, lexis, these activities in terms of grammar, lexis, syntax, study skills, discourse, and genresyntax, study skills, discourse, and genre

Defining features of ESP Defining features of ESP

– Related to or designed for specific disciplinesRelated to or designed for specific disciplines

– Designed for adult learners, either at an institute or at a Designed for adult learners, either at an institute or at a work placework place

– Intermediate and advanced studentsIntermediate and advanced students

– Most of the ESP courses assume some basic Most of the ESP courses assume some basic knowledge of the language systems.knowledge of the language systems.

Hutchinson et al. (1987:19) Hutchinson et al. (1987:19)

ESP is an approach to language ESP is an approach to language teaching in which all decisions teaching in which all decisions as to content and method are as to content and method are based on the learner’s reason based on the learner’s reason

of learningof learning

What is CLILWhat is CLIL

Content and language integrated learning is Content and language integrated learning is a method of learning a subject of the a method of learning a subject of the curricula using another language as a curricula using another language as a means of learning. means of learning.

The foreign language becomes a vehicle for The foreign language becomes a vehicle for learning new things within a studied subject learning new things within a studied subject or even new subjects.or even new subjects.

Characteristic features of CLILCharacteristic features of CLIL

Simultaneous learning of a foreign subject Simultaneous learning of a foreign subject and a language and a language

The foreign language is a vehicle of learning The foreign language is a vehicle of learning Tasks are designed to allow students to Tasks are designed to allow students to

focus on and learn to use the new language focus on and learn to use the new language as they learn the new subject content.as they learn the new subject content.

CLIL vs ESPCLIL vs ESP

Differences are mainly ontological and Differences are mainly ontological and epistemologicalepistemological

There are common assumptions underlying There are common assumptions underlying them them

Language – Content combinations Language – Content combinations

(i) L (i) L by by C; C; (ii) L (ii) L with with C; C; (iii) L (iii) L for for C (Mohan, 1986)C (Mohan, 1986) (iv) L (iv) L through through C – which ‘aims to teach C – which ‘aims to teach

language, introduce new subsidiary subject-language, introduce new subsidiary subject-matter related topics and exemplify or matter related topics and exemplify or expand, from a communicational expand, from a communicational perspective, subject-matter content’ perspective, subject-matter content’ (Fernandez, 2009)(Fernandez, 2009)

CLIL vs ESPCLIL vs ESP

in content-driven programs the key in content-driven programs the key instructional force is represented by the instructional force is represented by the content outcomes (CLIL)content outcomes (CLIL)

while in language-driven ones, content is while in language-driven ones, content is restricted to being a tool for promoting the restricted to being a tool for promoting the language curricular objectives (ESP)language curricular objectives (ESP)

(Met, 1999)(Met, 1999)

Why is there a need for CLIL in Universities ?Why is there a need for CLIL in Universities ?

As a response to the challenges posed by As a response to the challenges posed by

the need for the need for internationalization internationalization andand standardizationstandardization of education across of education across

Europe universities are trying to include Europe universities are trying to include specialist courses taught in Englishspecialist courses taught in English

Internationalization of HE in Internationalization of HE in Romania Romania

The 2013 report of the Executive Agency for The 2013 report of the Executive Agency for Higher Education, Research, Development Higher Education, Research, Development and Innovation Funding in Romania and Innovation Funding in Romania (UEFISCDI,2013) mentions (UEFISCDI,2013) mentions the small the small number of foreign language programmes number of foreign language programmes and the lack of language skills among and the lack of language skills among academics in Romanian universities academics in Romanian universities

Solutions for improvement (I)Solutions for improvement (I) 1) Collaboration between content specialists and 1) Collaboration between content specialists and

language specialists inlanguage specialists in planningplanning materials designmaterials design formulation of learning outcomes formulation of learning outcomes formulation of assessment criteria formulation of assessment criteria 2) Increased language awareness in content 2) Increased language awareness in content

instruction instruction 3) New pedagogical profiles of both content and 3) New pedagogical profiles of both content and

language teachers language teachers 4) Support systems for students and teachers4) Support systems for students and teachers

Solutions for improvement (I)Solutions for improvement (I)

The Erasmus + programme facilitates The Erasmus + programme facilitates

access to continuous and active learning access to continuous and active learning paths at the European level both for paths at the European level both for students and teachers students and teachers

Thank you !Thank you !