Proceedings of the ground-breaking ICL 2003 Conference
“Integrating Content and Language: Meeting the challenge of
a multilingual higher education” are now published (22 September
2004).
A work of reference in an emerging domain for years
to come.
A broad selection of the papers presented at the conference have
been compiled in an important book, edited by Robert Wilkinson (Maastricht
University) and published by Universitaire Pers Maastricht.
The collection includes the papers from the seven invited plenary
speakers, and 37 contributed papers covering the wide range of issues
discussed at the conference. After the plenary papers, the selection
has been grouped under three headings: “Context: policy, theory,
competence”, “Implementations”, and “Assessment,
reflection and evaluation”. In addition, four workshop reports
are included.
This important book, supported by a grant from the European Union’s
Socrates programme, provides a comparative snapshot of current developments
in the integration of content and language in higher education in
many countries of the world.
Contents and page numbers Robert Wilkinson (Netherlands): Introduction (9-12).
Part 1: Plenaries Geert Hofstede (Netherlands): Culture and Language
(15-19); Paul Holdsworth (European Commission):
EU policy on language learning and linguistic diversity as it relates
to content and language integrated learning and higher education
(20-27); Jo Ritzen (Netherlands): Across the bridge:
Towards an international university (28-40); Anita Lehikoinen
(Finland): Foreign-language-medium education as national strategy
(41-48); Heinz-L. Nastansky (Germany): National
strategy in the internationalisation of higher education: The German
perspective (49-54); Vijay Bhatia (Hong Kong, China):
Academic literacy in higher education (55-77); Kari Smith
(Israel): Studying in an additional language: What is gained, what
is lost, what is assessed (78-93).
Part 2: Context: policy, theory, competence John Airey (Sweden): Can you teach it in English?
Aspects of the language choice debate in Swedish Higher Education
(97-108); Saran Kaur Gill (Malaysia): Language
policy and planning in higher education in Malaysia: A nation in
linguistic transition (109-125); Zsuzsa Kurtán
(Hungary): Foreign-language-medium instruction in Hungarian higher
education (126-136); Steven Hartman, Thomas Lavelle, and
Inger Wistedt (Sweden): Learning through English in Swedish
professional education: Outline of a research initiative (137-146);
Glenn Ole Hellekjaer (Norway): Unprepared for English-medium
instruction: A critical look at beginner students (147-161); Cecilia
Jacobs (South Africa): The integration of academic literacies
into the tertiary curriculum: creating discursive spaces (162-177);
Philippa Mungra (Italy): A feasibility study: needs
analysis and reflections on language competencies in a medical school
in Italy (178-189); Bridgit Wyrley-Birch (South
Africa): Language and content: Components of expertise in Higher
Education practice (190-201); Erica Garb and Alexander Kozulin
(Israel): Cognition and metacognition: tools for change (202-217);
Giuseppe Balirano and Federica Castaldi (Italy):
Blended Learning and TEFL perspectives in a multilingual environment:
Towards a holistic approach (218-226).
Part 3: Implementations Annette Duensing and Carolyn Batstone (UK): The
integration of language, ICT and web skills as a vehicle for student-centred
learning (229-241); Kris Van de Poel (Belgium):
Improving the academic writing skills of language students –
The Scribende project (242-250); Ekaterini Nikolarea
(Greece): ELT for Social Sciences students at non-English Universities
(251-263); Christine Raïsänen (Sweden):
Multiple literacies for the “new” engineer: learning to
integrate content and language (264-274); Carmen Argondizzo
and Régine Laugier (Italy): “A più voci”:
the implementation of a language and content based interdisciplinary
course at the university level (275-286); Sandra Gollin
and David Hall (Australia): Balancing authenticity and
appropriateness in LSP (287-295); Winfried Lange
(Germany): Communicative and cultural implications in ESP, International
Business Administration, master’s programmes, and courses for
technical translators (296-312); Viktor Slepovitch
(Belarus): Content as part of teaching business communication in
English (313-319); Christine Winberg (South Africa):
Language, content and context in the education of architects (320-332);
Kris Van de Poel (Belgium): Contextualised language
learning in a theoretically and methodologically pluralistic CALL
design (The case of LINC) (333-344); Rainer Prokisch
(Netherlands): Teaching international tax law in a foreign language
(345-353); Sophie Cacciaguidi-Fahy (Ireland): The
case for cases in teaching legal French (354-368); Francis
Note and Inge Lanslots (Belgium): Non-traditional Learners
and self-access (369-376); Michael Whitburn (Belgium):
The Chinese website: a cooperative scheme to help Chinese students
on postgraduate courses at the Free University of Brussels (VUB)
improve their English language skills (377-388); Marion
Troia (Netherlands): Collaborative advising: factors involved
in advising students on an interdisciplinary independent writing
assignment (389-401); Cristina Escobar Urmeneta and Carmen
Perez-Vidal (Spain): Teacher education for the implementation
of a Content and Language Integrated Learning approach (CLIL) in
the school system (402-415).
Part 4: Assessment, reflection and evaluation Ken Carr and Grant Anderson (United Arab Emirates):
Taking language into account when teaching ESL students mathematical
content (419-428); Huon Snelgrove (Italy): Developing
assessment grids for language and content in a multidisciplinary
Medical course (429-442); Marie Myers (Canada):
Innovative evaluation in academic settings : its inclusion in unit/course
development (443-452); Robert Wilkinson (Netherlands):
Integrating content in language and language in content: Conclusions
from two experiences (453-465); Nancy Eik-Nes (Norway):
Academic writing in English: Students’ motivations and progress
in a scientific writing course (466-477); Alan Jones and
Samantha Sin (Australia): Integrating language with content
in first year accounting: Student profiles, perceptions and performance
(478-492); Christa van der Walt and Margot Steyn
(South Africa): Student perceptions and frustrations with bilingual
education at Stellenbosch University, South Africa (493-507); Michael
Fields and Nihan Markoc (Turkey): Student perceptions of
the relative advantages of Turkish and foreign teachers of English:
a survey (508-522); Rohana Norliza Yusof, Mahamad Tayib,
and Muzainah Mansor (Malaysia): English-medium instructions
in non-English higher learning institutions: Accounting lecturers’
experience versus students’ perception (523-535); Jennifer
Wright (South Africa): Lecturers’ perceptions of integration:
a study of textual typologies (536-546); Lies Sercu
(Belgium): The introduction of English-medium instruction in universities.
A comparison of Flemish lecturers’ and students’ language
skills, perceptions and attitudes (547-555).
Part 5: Workshop reports Richard Alexander (Austria): Teaching and learning
via or through the medium of a foreign language: Can it be said
to inhibit or enhance learning? (559-564); Anne Räsänen
(Finland) and Renate Klaassen (Netherlands): Academic
competences in a multilingual learning environment (565-571); Tuula
Lehtonen, Pearl Lönnfors, Roy Siddall, and Anu Virkkunen-Fullenwider
(Finland): Writing assignments across academic cultures (571-575);
Charles van Leeuwen (Netherlands): Multilingual
universities in Europe: Models and realities (576-584).
