{"id":101,"date":"2015-03-29T18:36:00","date_gmt":"2015-03-29T18:36:00","guid":{"rendered":"https:\/\/reflectiveteachingjournal.com\/?p=101"},"modified":"2020-04-01T19:20:42","modified_gmt":"2020-04-01T19:20:42","slug":"clil-in-the-business-english-classroom-from-language-learning-to-the-development-of-professional-communication-and-metacognitive-skills","status":"publish","type":"post","link":"https:\/\/reflectiveteachingjournal.com\/clil-in-the-business-english-classroom-from-language-learning-to-the-development-of-professional-communication-and-metacognitive-skills\/","title":{"rendered":"CLIL in the Business English Classroom: From Language Learning to the Development of Professional Communication and Metacognitive Skills"},"content":{"rendered":"\n
By Dana Di Pardo L\u00e9on-Henri. University of Paris IV – La Sorbonne (Paris, France), 2015. ELTWorldOnline.com. Special Issue on CLIL.<\/p>\n\n\n\n
Keywords: Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), business English (BE), language didactics, teaching metacognitive and professional skills, motivation.<\/em><\/p>\n\n\n\n Marsh (2012) asserts that the use of Content and Language Integrated Learning (CLIL) in language teaching at the higher education level has the potential to encourage learners to acquire language in an immersion-style setting, since the integration of language and content provides a substantive basis for language teaching and learning (p. 135). The content provides a motivational and cognitive foundation for language learning because it is of interest and value to the learner. In light of this, language learning by means of CLIL is not only active, but also passive, and in this setting, the focus is primarily on acquisition <\/em>as opposed to intention<\/em>. Students learn by doing and using language as a tool of communication and understanding. Hence, CLIL is also a means to assist in the development of analytic, reflective and hypothesizing skills. The real challenge is to keep students communicating and exchanging in the target language, while providing new information and methods to capture and keep their interest. <\/p>\n\n\n\n This paper presents a pedagogical intervention whereby 170 Business English (BE) students in their first year of a two-year Business Administration and Management course at a French vocational institution were given a professional oral presentation task-based on peer collaborative work. This task was designed to heighten their level of enthusiasm for language learning, while stimulating risk-taking and ultimately boosting confidence-building. In the context of English for Specific Purposes (ESP) and more precisely, a course with a BE focus, this study aims to analyze if and how a CLIL-based approach can be implemented to teach a variety of professional skills, while assisting students in the development of their metacognitive ability. In addition, the students\u2019 input on their impressions of the task-based presentation intervention was sought to analyze whether or not CLIL methodology can serve as a setting to encourage the development of metacognitive skills. <\/p>\n\n\n\n Traditionally, CLIL has been recognized as a dual-focused educational approach in which an additional language is used for learning and teaching of both content and language (Marsh, Mehisto, Wolff, & Frigols-Martin, 2010, p. 11). For example, in France CLIL has been used with French students to help them learn about geography and history in English. Similarly, in Italy, Italian students have been taught mathematics through the use of German. <\/p>\n\n\n\n In this paper, the focus is on English for Specific Purposes (ESP) and more precisely Business English (BE). The test group involved 170 first-year students \u2013 French and foreign \u2013 who majored in Business Administration and Management. The students were from various regions of France, but also a variety of foreign countries (near as in the case of Luxembourg or Germany and further away like China or the Ukraine). They were enrolled in a two-year French vocational program where they were offered a full program of subjects taught in French. Some of these courses included accounting, finance, law, economy, management and communication. They also followed mandatory BE courses to acquire and improve professional (verbal and nonverbal) oral and written communication skills in English. In terms of BE, the students had to not only acquire basic communication skills such as telephoning, negotiating and making small talk, but also learn to structure and give professional presentations, as well as organize and manage meetings or prepare professional documents (marketing or human resources related) and emails, memos, meeting agendas, etc. Furthermore, the students were also required to prepare for international tests (multiple choice style questions) or certification for further studies in business schools, for example. In the European context, like all students in similar programs, they were obliged to continue learning and improving their third language skills (German, Italian or Spanish). In addition, some of the foreign students took French as a foreign language courses to improve their fluency in French, especially since the core subjects in this program are taught in French. The learners in this program earn a vocational diploma after two years of intensive business and management studies. Some students find employment immediately after graduation, while others pursue additional qualification programs in the fields of accounting, finance, human resources or business management. Every year, a growing number of pioneering students decide to leave France to study and work abroad in hope of improving their language, cultural and interpersonal skills. <\/p>\n\n\n\n For many French students, simply pronouncing a few words in a foreign language is a great fear to overcome. Many students who have low self-confidence in terms of language capacity are reluctant to speak openly in a foreign language setting and those who communicate the most willingly are often the foreign students or those who possess a higher level of linguistic competence. In this teaching setting, it is important to find a pedagogical balance in terms of speaking and writing as well as to design activities and tasks that assist in building confidence and encouraging risk-taking for all of the students regardless of their level of confidence or language proficiency. <\/p>\n\n\n\n Founded on CLIL principles, the BE course and research project presented in this paper were designed to analyze if and how a CLIL-based didactic approach could assist BE students in the development of professional communication skills as well as metacognitive ability through the implementation of active analytical reflection and reasoning. After the initial overview of the theoretical background of CLIL, a summary of the methods and procedure of the research is provided, as well as further considerations and recommendations. The instructional focus is placed on a peer collaborative task which gave the 170 BE students the opportunity for creativity and innovation within a structured learning framework. The traditional approach to language teaching (whereby the teacher teaches and the students learn) was reversed in the task since the students assumed the role of teacher as they shared their newly acquired knowledge. By means of a scenario and role-play involving the presentation of a specific company or association (previously chosen by the teacher), they presented content (business history, details, key milestones, etc.) and developed specific business English language in a learning environment where they took an active role in analyzing the language learning process. Finally, the paper presents some practical observations and recommendations. <\/p>\n\n\n\n According to Marsh et al. (2010), the objective of CLIL is to promote both content and language mastery to pre-defined levels (p. 11). Students tend to learn a language and then use it as a tool to accomplish concrete tasks with specific communication skills (Mehisto, Marsh, & Frigols, 2008, p.11). In the context of higher education and CLIL, these specific skills can also include professional communication competency. When compared to more basic grammar-based teaching methods and rote learning, content-driven activities within professionally oriented courses can prove to be more interesting, motivating and linguistically challenging since such activities often involve cooperative learning and collaborative tasks. By working together in small groups, students are not only obliged to communicate and understand each other, but they are also required to deal with the potential for disagreements. In this way, they must then learn to develop negotiation strategies with the objective of finding concrete solutions to their problems. When initially confronted with the challenge of certain professional activities, such as team work for a business presentation, students can often become apprehensive about the many challenges such a project can present. These challenges can involve social, communicative or professional skills, for example. However, as the students progress through the various activities, their level of confidence is boosted when they come to realize that they are capable of sharing ideas, managing disputes and working towards a common goal. <\/p>\n\n\n\n Furthermore, the various stages of the task can be organized so that the focus is placed on creative autonomy through the use of activities such as improvisation and role-play. This will encourage intrinsic motivation (Brown, 1994, p.44) since the learners are encouraged to take risks, push their limits and conquer their fears (such as stage fright or shyness), which are often related to making mistakes in public. In the case of this study, role-play and improvisation activities were a crucial part of the business presentation (the larger task). For this reason, the students were encouraged to prepare early and practice to avoid the anxiety and problems associated with stage fright. In very simple terms, they were encouraged and taught to \u2018share what they know,\u2019 which is a motivational teaching strategy that places value on personal investment and preparation. With practice, students can better learn their roles and ultimately build confidence. For some, public speaking can be a real source of stress and incertitude, but with preparation and rehearsal the stress can generally be brought under control and managed. Upon completion of the final task, their feelings of success and accomplishment are not only a source of motivation but also inherent pride. <\/p>\n\n\n\n Lessons, activities and tasks that are based on sound motivational theories can enhance language learning for students and language teaching for instructors. In his very useful guide to the use of various motivational strategies in the language classroom, D\u00f6rnyei (2001) maintains that the teacher embodies the \u2018group conscience\u2019 and serves as the model when he\/she ventures to create a cohesive learner group with appropriate group (and professional) norms. These norms are omnipresent and constantly reflected inside and outside of classroom time, from the teacher\u2019s classroom management (basic rules and attitudes to adopt in class), lesson planning and activities, to exchanges outside of the classroom (for example, informal moments before or after class or questions about the activities). As the model setting the norms, the language teacher may choose to communicate exclusively in English, not only inside but also outside of classroom time. This motivational strategy requires students to communicate in a language that is not necessarily their native language. The students are thus presented with a real challenge (explaining questions, for example) and encouraged to take risks (confirming they have understood the explanation). These are risks that they might not otherwise take during classroom time. The same may apply in email communication. Whether in a group or one to one with the teacher, students can often feel a sense of accomplishment and pride when they successfully inquire about or solve a problem in a language other than their native language. <\/p>\n\n\n\n By definition, content-based learning focuses the learner on useful and practical objectives since the subject matter is perceived to be relevant to long term goals (Brown, 1994, p. 220). If one were to combine CLIL methodology with task-based teaching, the target language can then become a dynamic instrument for both teaching and learning. Learners are more willing to adhere to a task and related activities when they can perceive the long-term practical usefulness of an assignment. As Brown (1994, p.83) explains, task-based learning simply puts the task at the centre of one\u2019s methodological focus. It views the learning process as a set of communicative tasks that are directly linked to the curricular goals they serve. As an additional consideration, if an assigned task involves a substantial amount of risk-taking, some of the more timid students may prefer to work with a partner. The objectives remain the same in both situations; however, for the sake of equity, students must be evaluated on an individual basis, even if they are presenting their work in groups of two or more. <\/p>\n\n\n\n As Mehisto et al. (2008, p.12) illustrate, the CLIL methodology encompasses three main goals: content, language and learning skills. In terms of language learning, the integration of all three goals can offer students a variety of useful skills, such as language proficiency, cognitive and social skills, as well as the potential for high levels of academic achievement (upon the completion of the set goals) not only in the CLIL language but also in the first language area. With regards to lesson planning, Coyle, Hood and Marsh (2010, p. 36) insist that teachers must elucidate the interrelationship between content objectives and language objectives. For this reason, they have devised a conceptual representation that makes these connections in the form of a Language Triptych (see Figure 1 below). <\/p>\n\n\n\nAbstract <\/strong><\/h2>\n\n\n\n
Introduction <\/strong><\/h2>\n\n\n\n
CLIL and Task-based Learning <\/strong><\/h2>\n\n\n\n
Theoretical Framework <\/strong><\/h2>\n\n\n\n