The University of Queensland’s (UQ) Institute of Continuing & TESOL Education (ICTE) is pleased to be working collaboratively with UNESP in the delivery of a Content & Language Integrated Learning (CLIL) plus EMI (English as a Medium of Instruction) program in 2019.

At ICTE we have over 10 years’ experience and expertise in delivering CLIL programs to academics from more than 19 universities in Asia, Europe and South and Central America. Our CLIL plus EMI program is extremely practical and delivered in an interactive, workshop style. The program will assist you to enhance your English language and teaching skills for engaging and motivating your students in academic settings.

Our teacher trainers are very experienced, well-qualified and experts in the field of international language education and teaching methodologies. And, one of the highlights of the program will be the opportunity to network with UNESP colleagues from other disciplines and develop a Community of Practice focussed on your needs and interests.

Program dates and locations

  • Presidente Prudente (4-8 February 2019)
  • Botucatu (11-15 February 2019)
  • Araraquara (18-22 February 2019)
  • São José do Rio Preto (25 February - 01 March 2019)

CLIL plus EMI program overview

The ICTE CLIL plus EMI program is specifically designed to enhance the application of CLIL methodology to tertiary contexts and support the development of appropriate teaching techniques and strategies. This program also provides a strong focus on developing appropriate English language skills for teaching content in tertiary institutions that utilise English as a Medium of Instruction.

Program outcomes

The program comprises a series of 10 x 2-hour sessions delivered over 5 days (20 hours).  Participants will also engage in 5 x 1-hour trainer-led workshops over 5 days to apply CLIL principles to their actual teaching materials and resources. They will also spend an additional 5 hours on independent CLIL research and reading, and participate in an online community with colleagues reflecting on teaching practices (10 hours total).

Content aims

During the program, participants will:

  • Develop awareness of and ability to use functional English skills for delivering effective lectures
  • Identify and incorporate English for scaffolding the content of lectures
  • Experience and analyse a series of activities that increase learner engagement in higher education
  • Explore the theory and practice underpinning the approach to managing cognitive and linguistic demands in the content classroom
  • Develop strategies to increase learner engagement during lectures via collaborative tasks and learning-centred activities

Practical application

  • Engage in peer-to-peer teaching activities to apply the language, strategies and principles explored in the workshops (micro-teaching)
  • Reflect on the opportunities and challenges of employing different approaches to teaching in Higher Education

Participants will also engage in 5 x 1-hour trainer-led workshops over 5 days to apply CLIL principles to their actual teaching materials and resources. They will also spend an additional 5 hours on independent CLIL research and reading, and participate in an online community
with colleagues reflecting on teaching practices (10 hours total).

The two key streams within the program, CLIL and EMI, are outlined below:

1. Content and Language Integrated Learning (CLIL)
2. English as a Medium of Instruction (EMI)

The CLIL component presents the underlying theory and practical teaching strategies to support academics required to teach subject matter in English. The EMI component of the program focuses directly on enhancing English language proficiency in two main areas of academic work: large-scale lectures and small-scale seminar discussions.

Program timetable

CLIL plus English as a Medium of Instruction (40 hours).

This includes 20 hours of face-to-face plus 20 hours trainer-led workshops and self-directed study.

Monday Tuesday Wednesday Thursday Friday
Session 1 (2 hours) Session 3 (2 hours) Session 5 (2 hours) Session 7 (2 hours) Session 9 (2 hours)
Course introductions CLIL: Giving effective lectures EMI: Language or lectures scripting content and using visuals EMI: Language for setting up small groups and practical session

EMI: Micro teaching

Activities for the classroom

Peer and tutor feedback and reflection

Session 2 (2 hours) Session 4 (2 hours) Session 6 (2 hours) Session 8 (2 hours) Session 9 (2 hours)
The CLIL
Approach:
What is EMI?
What is CLIL?
Reflection
EMI: Language
for Lecture
Introductions &
Conclusions &
Signposting
CLIL: Giving
Instructions
Effectively in
English
CLIL: Active
Learning
Activities for the
Classroom
EMI: Micro teaching

Activities for the
classroom

Peer and tutor feedback and reflection
4 hours (1 hour guided workshop & 3 hours self-directed study & reading)
Trainer-led
Workshop
Trainer-led
Workshop
Trainer-led
Workshop
Trainer-led
Workshop
Session 10
Project
Preparation:
Set up, scope,
expectations
Project
Preparation:
Lecture planning
Project
Preparation:
Scripting lecture content & preparing visual support
Project
Preparation:
Micro-teaching
(Activities)
CLIL: Continuing
Professional Development Reflection
Course Evaluation Certificate Ceremony

Program principles

ICTE has extensive experience working with adult learners in professional development programs to enhance quality teaching.

Our approach to learning and teaching within our programs is underpinned by the following adult learning principles:

  • English is the language for instruction and participation
  • Teaching is supported by best practice which is evidence-based and goal oriented
  • Teaching is respected by prompt attendance and active participation
  • Teaching brings participant life experience and prior knowledge into play
  • Learning is supported and facilitated through peer collaboration
  • Learning is practical and applied to real-world contexts
  • Learning is realistic and relevant to short and long term teaching needs and aspirations

Adult Learning Principles adapted from Speck, M. (1996). Best Practice in Professional Development for Sustained Educational Change. ERS Spectrum, 4(2), 33-41.

Program preparation

The ICTE program is a very practical course and participants will adapt some of their current teaching material to incorporate the principles learnt on the program. When participants join the program, they should bring three things with them:

1. An iPad, tablet, laptop or similar that will enable participants to access the Internet and word processing/PowerPoint software.
 
2. Some sample materials participants currently use when they deliver a lecture to their students at the beginning of a semester. For example, a journal article or textbook chapter that students need to read in a course that participants currently teach. If possible, it should be in English.
 
3. A USB storage device to enable participants to easily share materials or work produced with ICTE Trainers. These resources will be used throughout the program.

Read more about the ICTE trainers:

Vicki Bos
Laura Fairbrother

Find out more:

Enrolment Form
Program Information Booklet