It is generally recognized that ICL has the potential to benefit both language instruction and subject learning. Nonetheless, there is increasing concern that ICL does not systematically address the kind of academic discourse required to become pluriliterate users of academic disciplines. It is not simply a question of teaching in English, and there may be unintended consequences – both positive and negative – in unexpected areas. How can ICL enable learners to articulate new knowledge and become competent writers and critical readers in an additional language?
ICLHE 2015, organized by ExHEM and the ULB Language Centre, will thus focus on the critical evaluation of existing and novel concepts – pedagogical, methodological and linguistic – observed in ICL in universities today. The conference will attempt to map out the ICL approaches teachers use in their lectures and classes, with a special focus on constructing and developing academic literacies across disciplines.
ICLHE 2015 addresses key themes such as:
- Integration; Theorizing language issues in a university context. How to foster collaborations between language teachers and content specialists, by f.e. using active learning techniques and strategies at university: using ICT to enhance integration.
- Content; Shaping the cognitive demands of academic disciplines : fostering cognitive engagement.
- Language; Improving the language proficiency of teaching staff : supporting student language acquisition.
- Assessment; Devising learning outcomes: using creative assessment and evaluation tools (self-/peer-assessment): monitoring the quality of ICL teaching and learning.
- Training; Training academic staff for ICL: incorporating language acquisition in teacher training.