Abstract
Many adults enter higher education in Europe where English for Specific Purposes (ESP) is key to their studies and therefore they are required to have sufficient preparation for the development of professional expertise in this target language. Recently, Content Language Integrative Learning (CLIL) has also been incorporated in tertiary education. This chapter examines a number of challenges addressing both ESP and CLIL. The main goal of this chapter is twofold: (i) To focus on students’ needs when facing ESP; (ii) To discuss the skills required to succeed in CLIL modules paying attention to both the acquisition of disciplinary content and the improvement of the target language. In particular, this chapter examines some carefully prepared reading and writing activities for a university course on English for Tourism.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Calderón, M. E. (2011). Teaching reading and comprehension to English learners, K-5. Indianapolis, IN: Solution Tree.
Calderón, M., & Minaya-Rowe, L. (2004). Expediting comprehension for English language learners (ExC-ELL): Teachers manual. Baltimore, MD: Center for Data-Driven Reform in Education, Johns Hopkins University.
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262.
Cobb, C. D., & Mayer, J. D. (2000). Emotional intelligence: What the research says. Educational Leadership, 58(3), 14–18.
Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. The International Journal of Bilingual Education and Bilingualism, 10, 543–562.
Coyle, D., Marsh, D., & Hood, P. (2011). CLIL: Content and language integrated learning. Newcastle upon Tyne and Cambridge: Cambridge University Press.
Dai, D. Y., & Sternberg, R. J. (2004). Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development. Mahwah, NJ: Lawrence Erlbaum Associates (LEA).
Dearborn, K. (2002). Studies in emotional intelligence redefine our approach to leadership development. Public Personnel Management, 31(4), 523–530.
Druskat, V. U., & Wolff, S. B. (2001). Building the emotional intelligence of groups. Harvard Business Review, 79(3), 81–90.
Echevarria, J., Vogt, M. E., & Short, D. J. (2000). Making content comprehensible for English language learners: The SIOP model. Needham Heights, MA: Allyn & Bacon.
Escobar, M. A., & Ibáñez, A. (2019). Las TIC en la enseñanza del inglés para fines específicos: una propuestametodológica. Encuentro, 28, 38–52.
Escobar-Álvarez, M. A. (2011). English grammar and learning task for tourism studies. Madrid: UNED Publications.
Gabriel, Y., & Griffiths, D. S. (2002). Emotion, learning, and organizing. Learning Organization, 9(5), 214–221.
Gardner, H. (1993). Multiple intelligence: The theory in practice. New York, NY: Basic Books.
Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Rowley, MA: Newbury House.
Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam.
González-Ardeo, J. M. (2013). (In)compatibility of CLIL and ESP courses at university. Language Value, 5(1), 24–47.
Houghton, T., & Proscio, T. (2001). Hard work on soft skills: Creating a ‘culture of work’ in workforce development. Philadelphia, PA: Public/Private Ventures.
Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, 440–464.
Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5, 3–18.
Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4–17.
Lasagabaster, D., & Zarobe, Y. R. (Eds.). (2010). CLIL in Spain. Newcastle upon Tyne and Cambridge: Cambridge Scholar Publishing.
Leicester, M. (2001). Two decades of feminist throughout and beyond. International Journal of Lifelong Education, 20(1–2), 55–62.
Marsh, D. (2002). Content and language integrated learning: The European dimension—Actions, trends and foresight potential. In D. Marsh (Ed.), CLIL/EMILE—The European dimension: Actions, trends and foresight potential. Public services contract DG EAC: European Commission, Strasbourg (pp. 111–232). Cordoba, Spain: Universidad de Cordoba.
Nation, I. S. P. (2001). Learning vocabulary in another language. Newcastle upon Tyne and Cambridge: Cambridge University Press.
Peña Díaz, C., & Porto Requejo, M. C. (2008). Teacher beliefs in a CLIL education project. Porta Linguarum, 10, 151–161.
Pérez Cañado, M.-L. (2016). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education, 39(2), 202–221.
Pérez Vidal, C. (2013). Perspectives and lessons from the challenge of CLIL experiences. In C. Abello-Contesse, P. M.Chandler, M. D. López-Jiménez, & R. Chacón-Beltrán (Eds.), Bilingual and multilingual education in the 21st century multilingual matters (pp. 59–82). Bristol: Multilingual Matters.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
Escobar Álvarez, M.Á. (2020). Developing CLIL in Tertiary Education: Working with Tourism Texts. In: Kenny, N., Işık-Taş, E., Jian, H. (eds) English for Specific Purposes Instruction and Research. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-32914-3_14
Download citation
DOI: https://doi.org/10.1007/978-3-030-32914-3_14
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-32913-6
Online ISBN: 978-3-030-32914-3
eBook Packages: Social SciencesSocial Sciences (R0)