In higher education, the reasons behind providing programmes taught through foreign languages, especially English, seem related funding, recruitment, rankings and internationalisation. It is clear that pedagogy and learning process do not play a role in influencing university stakeholders. ICL has always aimed at redressing the balance by also observing the reasons for adopting pedagogical and didactic approaches to the integration of content and language.
The objectives of ICLHE 2015:
- to identify good practice in the introduction of content and language integrated learning in higher education
- to identify good practice in instructional design for integrated learning
- to identify effective didactic techniques that promote the development of both content and language
- to promote critical awareness of didactic practices in the local environment by stimulating comparison with practices elsewhere
- to identify adaptations to both content and language learning that may enhance mono- and multi-disciplinary learning
to highlight the challenges to assessment and evaluation practices that integrated learning poses and to disseminate effective responses that institutions have developed
The communications at ICLHE 2015 should provide sound evidence that can assist educationalists, academic teaching staff, and programme directors in establishing new integrated programmes and courses and improving existing ones.