Language and Content Courses: A Plea for Synergy in Academic Programmes

Beatrice Cabau

《Interface --Journal of European Languages and Literatures》 1期 (2016/10) Pp. 5-29

https://doi.org/10.6667/interface.1.2016.25

並列摘要

Traditionally, language courses and content courses have co-existed within academic programmes without being explicitly related to each other. This compartmentalization views language teaching as ＂practical and technical＂ and content teaching as ＂the real intellectual challenge＂ (Fandrych, 2010). Nevertheless, globalisation and the importance given to the knowledge economy compel the need to reconsider the orientation of academic programmes as a whole, as well as the guiding principles of each course. This necessity also echoes the shift from a traditional knowledge oriented educational philosophy to the importance for students to acquire skills and competences. This approach raises questions in terms of the profile and orientation of academic courses dedicated to foreign language/culture studies. These issues will be illustrated here with a case study, namely a European studies undergraduate programme in Hong Kong combining two majors, social sciences and intensive language learning. This atypical combination is envisioned as a fertile fusion of academic disciplines to support students' language learning and their motivation. This pedagogical perspective is supported by the dual educational axis of the Common European Framework of Reference for Languages, namely the action-oriented approach and the vision of language learners as social agents as well as the Content and Language Integrated Learning (CLIL) approach.

並列關鍵字

Foreign Language Teaching ； Content and Language Integrated Learning (CLIL) ； Basic Interpersonal Communication Skills (BICS) ； Cognitive-Academic Language Proficiency (CALP)