Anna Zelenková – Jana Javorčíková Matej Bel University in Banská Bystrica, Slovakia

1. CLIL:ConceptualDifferences in Teaching “Realia“ to Philological and Non-philologicalstudents Anna Zelenková – Jana Javorčíková Matej Bel University in Banská Bystrica, Slovakia

2. IntroductionIn Slovakia, modernCulturalStudies of English-speakingcountrieshavebeenintegratedintouniversity curricula sincethe 1990s. However, thereis a fundamentaldifference in teaching “realia“ (culturalstudies, country studies) forphilologicalstudentsvia CLIL method and teaching realia for business studentsof non-philologicalfaculties. Whilephilologicalstudents study realia withprimarylinguistic and culturalgoals (ie to learn new words, terminology, context, comparativeculturalaspects), business studentsgoals are business oriented (i.eallow a successfulgraduate to functioneffective in a new business environment). Thataffectsthemethodology and teachingprocedure of bothdiciplines in debate – BE and ESP.

3. Aim of research:1. Businessprofessionals need to master the cultural as well as linguistic aspects of foreign language use and, viatheuse of CLIL,gain professional communicative competence, which, specifically in business life, guarantees an effective communication in intercultural business environment. 2. In order to achieve this, it is inevitable to reconsider traditional ESP and BE and their constructive elements (goals, methods and approaches). 3. As a result, wesuggest a new approach to teaching BE, which, forthepurposes of this study willbecalled EED (EnglishforEconomicDisciplines). In contrastwithtraditional BE, EED incorporatesthecommunicativecompetencepriciples.

4. TerminologicaldatabasisCLIL = dual-focusededucationalapproach in whichadditionallanguageisusedforthelearning and teaching of bothcontent and language (Marsh&Frigols 9)REALIA = East-European term applied to courses of „areastudies“, country studies, culturalstudiesBUSINESS ENGLISH = BE (as defined by the British Council, for example) varies from general English in a broad sense, the content is different − topics are related to the work place or world of business Mehta (2019, p. 1). The topic of business culture and cultural aspects of business, which is in our focus, is in most cases covered usually solely by one unit (e.g. Managing across cultures) introducing students only to few rather contextless cultural differences.

5. Description of the status quo and proposedsolutionProblem: Traditional BE as taught prior to 1990 (Zelenková, 2017) doesnotintegratethecommunicativeprincipleJustification: Teaching ESP or, alternatively, BE, nowadays presents new challenges for teachers, course designers, curriculum planners and coursebook writers, which lie in internalization of the study contents and approximating students culture as well as language or, in other words, language as culture. Anthony (2011, p. 1) and Mehta (2019) anticipated the forthcoming shift of ESP (BE) towards interculturality: "[Business English] is changing and very soon the difference between General English and business English may not be so easily demarcated. With new General English course books coming out with titles like ‘Natural English' and 'Skills for life', the focus is changing as the role of English as a lingua franca is reaching new heights. Publishers recognise that the demand for English is now more than ever an instrumental demand." (Mehta, p. 1). Solution: Integration of communicativepricipleintotheprocess of teaching of BE – to distinguishsuch new approach, a new term EED – EnglishforEconomicDisciplinesissuggested.

6. ResearchmethodologyWe will explore the discourse on the nature of General English, ESP, Business English and their hierarchy (with an insight into the historical development of these fields in Slovakia) as well as explore communicative and intercultural approaches in language teaching and their essential role in preparation of future business professionals. Wewill analyse and evaluate three aspects of methodological praxeology of EED, which require innovation in order to integrate all the aforementioned elements into effective teaching: 1. content, 2. methods (integrating CLIL), and 3. aims that might affect EED (EnglishforEconomicDisciplines).

7. GraphicVisualisation of theSignificance of Languagevs. Content in Philologicalvs. Non-Phil. Classes Pic. 2 – ESP: Languagevs. Contentforphilologicalstudents in Realia classes Content and language are interwoven . Pic. 1 – Business English: Languagevs. Contentfornon-philologicalstudents Redcube – language, thecore Whitecube – business content

8. The role of language at realia courses in philological and non-philologicalfacultiesLanguageat philological facultiesis medium per se (e.g. serves to explain a linguistic/cultural phenomenon); at non-philological faculties, it is an instrument to reach further goals, e.g. establish business contacts, giving a presentation and, eventually, closing a contract. Mastering the language thus means mastering the culture of one's economic partner. Major difference between the role language plays at philological and non-philological instutionsthus lies in the needs of the end-user (speaker) to integrate the cultural component of the target language and target countries into discourse. Language at non-philological facultieshas wider goals than mere linguistic and cultural ones; it focuses on the field of study or study programme in the given academic discipline and aims to prepare the graduate for a smooth functioning in an international study environment and later in more and more internationalised work/business environment which puts intercultural and communicative competencies at the forefront.

9. Content of EED: (adoptedfrom Byram, Bachman, 1990): Figure 3: Hierarchy of interculturalcompetencecomponents

10. Discussion: The role of CLIL in traditional realia and EEDIn both, philological and non-philologicalfaculties, realia represent a significantelement shapingtheoveralllanguage and culturalcompetnece of graduates. The role of language, however, differs:In philologicalfaculties, languageisanindespensable part of thecoreinformation of thesubject of realia. Languageisthusequalised to thesubjectcontent. Here weuse CLIL withlinguisticfocus. In non-philologicalfaculties (EED), languageisa mediummediatingthecoreinformation of thesubject of realia. Languageisthussubordinated to thesubjectcontent. Here weunderstand CLIL in thenarrowsense.

11. Conclusion: Understandingthe role of language and CLIL implementationwasfurtherverified by 15 interviewswithinstructors of „realia“ at philological and non-philologicalfaculties. (researchresultswillbeintroduced in theprintversion of this study). Theresearchprovedthat in the new millenium, new technologies and sources of informationbring new challenges to teaching realia whichneed to bereconsidered in terms of their1.content2. method3.language proportion and significance. Theresearchoutcomes of this study willalsoresult in practicalimplications: evaluation of theses and course design transformations.

12. Keybibliography:Anthony, L., (2011). English for Specific Purposes: What does it mean? Why is it different?. In Proceedings of the JACET 50th Commemorative International Convention (JACET 50), (pp. 1-6). Retrieved from: https://www.researchgate.net/publication/267631524_ESP_in_the_21_st_Century_ESP_Theory_and_Application_Today Byram, M., & Fleming, M. (1998). Language Learning in Intercultural Perspective. Cambridge: CUP. Council of Europe. (2018). Common European Framewok of Reference for Languages: Learning, Teaching and Assessment: Companion Volume with new Descriptors. Strasbourg: Council of Europe.Donna, S. (2000). Teach Business English. Cambridge: CUP.Dudley-Evans, T. & St John, M. J., (1997). Developments in English for Specific Purposes. Cambridge: CUP.Ellis, M. & Johnson, CH., (1994). Teaching Business English. Oxford: OUP.Lustig, M. W., & Koester, J. (2009). Intercultural competence: interpersonal communication across cultures. London: Pearsons. Mehta, H. (2019, January 14). Aspects of Business English. [British Council Web]. Retrieved from: https://www.teachingenglish.org.uk/article/aspects-business-english.