The Two-Teacher Model:
Teaching Corporate Planning How Did We Implement Our CLIL
project ?
Lic Sc(Econ), Ms (Eng) Lotta Saarikoski ,
Principal Lecturer in Industrial Economics
Dr Eeva Rauto, Senior Lecturer in English
VAMK, University of Applied Sciences
FL-Medium Studies in Tertiary
Education 11.9.2007
LANGUAGE LEARNING IN TERTIARY EDUCATION –
in terms of FL-medium instruction - two teacher implementation model
different options
offered for
language learning
Yesterday we presented
our categorization
Different models in the context of tertiary education
FL-MEDIUM INSTRUCTION
FL-MEDIUM
CBLT (content-based
COURSES/DEGREE
language
PRORAMS
teaching)
LANGUAGE INSTRUCTION
LSP/ESP
(language/english
for specific
purposes)
TRADITIONAL
LANGUAGE
TEACHING
CLIL (content and language intergated learning)
Two-course model
Two (three etc.)
teacher model
FL-Medium Studies in Tertiary
Education 11.9.2007
Prev. pres.
Yesterday we also…
presented our research results:
encouraging experience for many students
some improvement in language skills
students welcomed integration of language element
FL-Medium Studies in Tertiary
Education 11.9.2007
Outline of Implementation Model
Course
Corporate Planning
( 42 hours) in
native language degree
program. Credit: 3 cp
Language Support for
Corporate Planning
(14 hrs)
Credit: 2 cp
Teachers
Lotta Saarikoski
(subject teacher)
Eeva Rauto
(language teacher)
Students and their
language level
3rd year Mechanical eng.
students (BSc), (N18)
heterogenous lang. level
(A2 –B1/2)
Responsibility for course
materials
x
Scheduling teaching and
assignments
x
Teaching area
Language used in classroom
Corporate Planning
Finnish
FL-Medium Studies in Tertiary
Education 11.9.2007
x
Language support
and active use of
language
English
Co-operation between subject teacher
(teacher 1) and language teacher (teacher 2)
Pre- and post tests for follow-up on language development
were planned together. Also surveys were planned together.
The text in the course package was divided into suitable
sections( 6 sections
6 Language Support sessions).
Teacher 1 picked the central texts to be covered by teacher
2 in the Language Support sessions
Schedule for Language Support was made. Assignments
suitable for each topic to be covered were planned together
and inserted in the schedule. The schedule was given to the
students in the beginning of the course. (cf. transparency)
FL-Medium Studies in Tertiary
Education 11.9.2007
Co-operation between subject
teacher
(teacher 1) and language teacher (teacher 2),
cont.
Regular follow-up meetings were held every
three weeks
Students’ opinions were asked and
suggestions made by them taken into account
The results of the surveys (cf. yesterday’s
presentation) were analyzed together and
conclusions were made
FL-Medium Studies in Tertiary
Education 11.9.2007
Course materials: a sample text to
show the level of the language
Example on transparency
Challenge for B1 European Level (Reading)
(cf. the Incomprehensible Input Hypothesis (Braidi 1993)
and I+1 Hypothesis (Krashen 1983)
FL-Medium Studies in Tertiary
Education 11.9.2007
Course materials: a sample text to
show the level of the language
• Within industry there are certain variables– key success
factors…Key success factors are those variables that
can affect significantly the overall competitive positions
of all companies They are usually determined by the
economic and technological characteristics of the indstry
and by the competitive weapons on which the firms in
the industry have built they strategies. …(Using Key
Success Factors to Create an Industry Matrix)
• The continued popularity of the functional and process
approaches to describe what managers do is a tribute to
their clarity and simplisticity. …The emphasis that
managers give to the various roles (related to
management) seems to change with their organizational
level. (Introduction to Management)
FL-Medium Studies in Tertiary
Education 11.9.2007
The Targets of the Support Module
 To decrease the student work load
(materials in L2 instead of L1)
 To accelarate the working of the mechanism
between Input and output
(cf. 4 phases Input-Output hypothesis e.g Gass 1997)
 To provide opportunities for output
(cf. comprehensible output hypothesis Swain 1985)
FL-Medium Studies in Tertiary
Education 11.9.2007
Activities in Support Module
Activity
Scanning the text, intensive
reading (genre analysis)
Answering questions in (L1 /
L2) in English
Prediction Tasks (T / F
statements etc)
Text analysis
Some written work was
given as homework
Why included?
Students’ threshold to approach a text
(a new genre type) was lowered.
Presenting the context to the students
made it easier to approach the text
Communicatively meaningful
Focus on Schematic / contextual
knowledge
Focus on Systemic knowledge
Opportunities for practising Output
Output hypothesis
FL-Medium Studies in Tertiary
Education 11.9.2007
Knowledge Sources for Comprehension
1) Schematic knowledge (background)
2) Contextual knowledge (situation, context)
3) Systemic knowledge (syntax, semantics,
textlinguistic cues etc. ) Anderson and Lynch 1988
In reading comprehension: top-down (1-2) and bottom-up (3) strategies
Our learners seemed to prefer the first two:
Response to statement: ”To what extent do you use 1, 2 or 3?” :
”I use knowledge 1) or knowledge 2): 80% of learners in the project
FL-Medium Studies in Tertiary
Education 11.9.2007
Breaking the Barrier between ESP and
Content Teaching
This experiment: positive experience for the teachers
Ellis 2004: “L2 needs to be the medium as well as
the object of instruction”.
FL-Medium Studies in Tertiary
Education 11.9.2007
This mixed CLILL (“LICL”)implementation
model seemed to work:
Statement (Survey):
Learners
Additional Proof from
Response from VG2
learners:
 ”Reading the materials was
useful”
73% of learners Yes!
 ”The subject teacher should
have lectured in English”
72% of learners: No
 ”The amount of language
72% of learners: Yes
support lessons (14h)was suitable”
FL-Medium Studies in Tertiary
Education 11.9.2007
This mixed CLILL (“LICL”)implementation
model seemed to work:
Additional Proof from
Learners

”
My active vocabulary
became somewhat larger”
82 %: Yes
 ”The English-language material used in
the course was useful
63 %: Yes
for also language learning”
 ”I would recommend this course to next81 %
answered Yes
year students ”
(some reservation: ”requires
sufficient language proficiency level”
(two VG2 learners)
FL-Medium Studies in Tertiary
Education 11.9.2007
FL-Medium Studies in Tertiary
Education 11.9.2007
Literature
•
Anderson, A & Lynch, T (1988). Listening. Oxford University Press.
•
Braidi, S (1999). The Acquisition of Second Language Syntax. London: Arnold.
•
Ellis, R. (2004) Principle of instructed language learning. Saatavissa osoitteesta:
www.sciencedirect.com
•
Gass, S. (1997) Gass, S. 1997. Input, Interaction and the Second Language Learner.
Mahwah, N.J: Erlbaum.
•
Swain, M. 1985. Communicative Competence: Some Roles of Comprehensible Input
and Comprehensible Output in its Development. Teoksessa S. Gass & C. Madden
(toim.) Input in Second Language Acquisition. Rowley, MA: Newbury House, 235253.
•
Swain, Swain, M. 1985. Communicative Competence: Some Roles of
Comprehensible Input and Comprehensible Output in its Development. In S. Gass &
C. Madden (toim.) Input in Second Language Acquisition. Rowley, MA: Newbury
House, 235-253.
FL-Medium Studies in Tertiary
Education 11.9.2007