Implementing Integrated Content and Language in Higher Education in Accounting Classes: Implication for International Business Teaching

Autor/inn/en	Sampaio, Carlos; Régio, Mónica; Morgado, Margarida
Titel	Implementing Integrated Content and Language in Higher Education in Accounting Classes: Implication for International Business Teaching
Quelle	In: Journal of Teaching in International Business, 32 (2021) 3-4, S.236-261 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sampaio, Carlos) ORCID (Régio, Mónica) ORCID (Morgado, Margarida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2022.2033668
Schlagwörter	Accounting; Content and Language Integrated Learning; Learning Motivation; International Trade; Business Administration Education; Multilingualism; Work Environment; English (Second Language); Second Language Learning; Second Language Instruction; English for Special Purposes; College Faculty; Language Teachers; Intercultural Communication; Business English; Teacher Collaboration; Case Studies; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; CLIL; Lernkonzept; Motivation for studies; Lernmotivation; Trade; International relations; Handel; Internationale Beziehungen; Mehrsprachigkeit; Multilingualismus; Arbeitsmilieu; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fakultät; Language teacher; Sprachunterricht; Interkulturelle Kommunikation; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Lehrerkooperation; Case study; Fallstudie; Case Study; Ausland
Abstract	Companies' demands and competition in the job market push International Business students to become ready to work in multilingual environments where English is the main language of communication. Rather than expecting students to learn English by exposure or on their own there are content and language integrated approaches (such as Content and Language Integrated Learning (CLIL) and Integrating Content and Language in Higher Education (ICLHE)) which support the development of a language while the student learns specific content. Using a case study approach, the study approaches the collaborative work of an Accounting teacher and an English for Specific Purposes (ESP) teacher in tertiary education, through the process of planning, designing, and implementation of a teaching module on Accounting. Results show that the teachers' collaborative work for the construction and implementation of the integrated CLIL module produced positive outcomes for the teaching and learning process. Furthermore, students found the used methods highly motivating and engaging, contributing positively to their future professional careers. It is argued that the CLIL approach may be beneficial and approximates the environment of International Business, by demanding collaboration of individuals from different contextual backgrounds, whose main language is not English and promoting bilingualism and cross-cultural competence development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01