Integrating Content and Language in Higher Education: From Theory to Practice-

Higher education has seen dramatic changes in the past quarter of a century, notably in the language used for instruction. Universities worldwide are increasingly switching to English enabling them to attract a wide student population. This book presents a new collection of original papers showing how universities apply content and language integrated learning to their instructional contexts. The papers highlight the challenges of theory, policy, programme and course design, integration, and teacher and student competences. The diverse international contexts addressing not just English will be of particular interest to university teachers, educational administrators, linguists and others wishing to understand the instructional landscape of higher education today.

Robert Wilkinson, Maastricht University (Netherlands), has investigated and written widely about multilingual and English-medium instruction since the 1980s.
Mary Louise Walsh, Universitat Autònoma de Barcelona & IESE Business School (Spain), researches material design and language and content gains.

Contents: Cecilia Jacobs: Mapping the terrains of ICLHE: A view from the south - François Grin: Foreign language skills, «linguistic work» and the economic theory of value - Slobodanka Dimová/Joyce Kling: Lecturers' English proficiency and university language policies for quality assurance - Inmaculada Fortanet-Gómez: The implementation of a multilingual language policy in a time of economic restrictions - Frank van Splunder: A tale of two countries: Diverging policies on English-medium instruction in the Netherlands and Flanders - Saeed Aburizaizah: Introducing content and language-integrated learning at a Saudi Arabian university - Margaret Franken: Resituation: A framework for understanding the complexities of becoming a researcher in an unfamiliar context - Magnus Gustafsson/Jessica Dagman/Jonas Fredriksson/Rasmus Rempling: Student and supervisor interpretation of generic criteria for specific engineering projects - Carrie Kilfoil/Bruce Horner: Beyond «English-only» in U.S. writing instruction: Fostering translingual dispositions in writing teacher education - Kris Van de Poel/Tobie van Dyk: Discipline-specific academic literacy and academic integration - Elisabeth Wielander: ICL in UK tertiary education: The case of German - Alysse Weinberg/Jérémie Séror/Hélene Knoerr/Sandra Burger: Lessons learned from implementing French immersion studies program at the University of Ottawa - Anton Ledergerber: Teaching business presentation skills - A heuristic case study - William Sherlaw/Kasia Czabanowska/Mark Thompson: English for public health teaching within the context of internationalisation in France - Dietmar Tatzl: Support measures for content teaching embedded in a tertiary English-medium degree programme.