CLIL in Pharmacy: A case of collaboration between content and language lecturers

Abstract

Author/s Monika WoźniakUniversidad San Jorge, Spain   ABSTRACT This paper documents collaborative work between content and language lecturers for CLIL at a Spanish university. It focuses on the perspectives and concerns of ten Pharmacy lecturers who integrate credits in English within their content subjects, as reflected during a group discussion and in individual questionnaires. The study reveals that the lecturers are motivated and have positive opinions about both the project and the collaboration. In spite of some years of CLIL experience, they still need support and their main difficulties are related to the linguistic side of CLIL and its assessment. Given the differences in objectives in each subject, further collaboration with the language lecturer should focus on addressing the specific needs and concerns of particular lecturers. More collaboration between content lecturers is also needed to define the aims and outcomes of particular activities and to sequence them properly so as to offer a well-balanced CLIL degree programme.Autor/s Monika WoźniakUniversidad San Jorge, Spain   ABSTRACT This paper documents collaborative work between content and language lecturers for CLIL at a Spanish university. It focuses on the perspectives and concerns of ten Pharmacy lecturers who integrate credits in English within their content subjects, as reflected during a group discussion and in individual questionnaires. The study reveals that the lecturers are motivated and have positive opinions about both the project and the collaboration. In spite of some years of CLIL experience, they still need support and their main difficulties are related to the linguistic side of CLIL and its assessment. Given the differences in objectives in each subject, further collaboration with the language lecturer should focus on addressing the specific needs and concerns of particular lecturers. More collaboration between content lecturers is also needed to define the aims and outcomes of particular activities and to sequence them properly so as to offer a well-balanced CLIL degree programme.Autor/es Monika WoźniakUniversidad San Jorge, Spain   ABSTRACT This paper documents collaborative work between content and language lecturers for CLIL at a Spanish university. It focuses on the perspectives and concerns of ten Pharmacy lecturers who integrate credits in English within their content subjects, as reflected during a group discussion and in individual questionnaires. The study reveals that the lecturers are motivated and have positive opinions about both the project and the collaboration. In spite of some years of CLIL experience, they still need support and their main difficulties are related to the linguistic side of CLIL and its assessment. Given the differences in objectives in each subject, further collaboration with the language lecturer should focus on addressing the specific needs and concerns of particular lecturers. More collaboration between content lecturers is also needed to define the aims and outcomes of particular activities and to sequence them properly so as to offer a well-balanced CLIL degree programme.