Adressing CLIL in higher education by sharing expertise across disciplines

Khan, Sarah
Vallbona, Anna
Pinyana, Àngels
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Within the International Campus at the University of Vic over 30 courses are taught in English. This relatively new CLIL (content and language integrated learning) context has provided teachers with an opportunity for cross-disciplinary collaboration. This paper describes how collaboration, via an introductory CLIL course, tutorials, a working group and a digital platform, has raised common CLIL-specific classroom issues across disciplines: greater differentiation among students (language and content knowledge), covering a smaller volume of work and students’ shorter attention span ​
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