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Different Models in FL-Medium Instruction: Spectrum of Content and Language

Different Models in FL-Medium Instruction: Spectrum of Content and Language. Lotta Saarikoski, Principal Leturer in Industrial Economics Vaasa University of Applied Sciences. Contents :. Different models in language learning Terminology – confusing ? FL-medium instruction in Finland

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Different Models in FL-Medium Instruction: Spectrum of Content and Language

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  1. Different Models in FL-Medium Instruction: Spectrum of Content and Language Lotta Saarikoski, Principal Leturer in Industrial Economics Vaasa University ofApplied Sciences

  2. Contents : • Different models in language learning • Terminology – confusing ? • FL-medium instruction in Finland • Why increasing popularity ? • Threats and Opportunities if FL-medium instruction increases

  3. DIFFERENT MODELS IN FL-MEDIUM INSTRUCTION – with focus on tertiary education Language learner (intermediate/advanced level) will be offered different options for language learning We will first categorize these different options Presentations in the afternoon will add- ress the learning process from the learners’ view point

  4. TWO WAYS OF LEARNING LANGUAGE …. related to the models offered in educational systems NATURE (”luomutapa”) -> Implicit LL NURTURE (”hoivatapa”) -> Explicit LL Different models in the context of tertiary education AFFORDANCES for Language learning outside the school FL-MEDIUM INSTRUCTION LANGUAGE INSTRUCTION FL-MEDIUM COURSES/DEGREE PROGRAMS CBLT (Content-Based Language Teaching) LSP/ESP (Language/English for Specific Purposes) MAINSTREAM LANGUAGE TEACHING CLIL (Content and Language Integrated Learning) WEAK STRONG INTENTIONAL LANGUAGE LEARNING TARGET WEAK STRONG INTENTIONAL SUBJECT- SPECIFIC LEARNING TARGET

  5. Different Terminology • Language immersion ”kielikylpy” wider (in/nonformal)application: any language environment in which the learner is ”fully immersed” narrower (institutional) application: primary (secondary) education Learning through target language -early -middle -late -partial -total

  6. Language Immersion, cont. Difference between young learners (immersion) and adult learners (FL-medium instruction/CLIL on tertiary level) in terms of exposure to L2: • adult learners (usually) have prior knowledge of target language • adults learners have more cognitive skills to handle the linguistic data ( next presentation…) Conclusion: term “immersion” should be used with care when speaking of tertiary level students

  7. Different Terminology, cont. 2. TCFL (Teaching Content through a Foreign Language) 3. TTFL (Teaching Through Foreign Languages: English-medium degree programs 4. TBL (Task Based Learning - ESP contexts)

  8. FL-medium instruction in Finnish universities of applied sciences • English medium 4-year (e.g. engineering) programmes (=International programmes) • some kind of language module is often provided • sometimes the same programme offered in Finnish, as a parallel option • Single modules or study units (eg. 4 cp) offered in FL English / SL Swedish • In Vaasa University of Applied Science: • Three degree programs (IT eng, int. bus., hotel and restaurant bus.) • Single study units (especially in Hotel and rest. bus. -> Swedish language being used for Finnish students)

  9. Other FL-medium educational programmes in Finland • All universities offer part of their instruction in English • Immersion programmes (in Swedish) are -frequent in bilingual regions (eg. Vaasa area) • In many secondary-level schools certain subjects are taught through English • IB (International Baccalaureate) schools in university cities

  10. Why is FL-medium instruction gaining more and more popularity on tertiary level? • Good experience from (Canadian) immersion programs • Increasing awareness of need/benefits of multilingualism and pluralingualism (cf. current European Council language policy, eg. 1+2) • The Bologna process: to boost European mobility. EHEA (Higher European Educational Area (44 countries by 2010) • Pedagogical evolution: behavioristic approach communicative simulation tasks real-life tasks and materials as means and input for learning

  11. Opportunities and Threats if FL-Medium Instruction Increases • Horror scenario: • More student drop-out rates • Language teachers made redundant • Loss of national identity • Success scenario: • More English-medium instruction larger area for European higher education more European mobility (Bologna Process) • People learn more languages and in a more effective way • New opportunities for language teachers What could they be ?

  12. Thank you !!

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