https://orcid.org/0000-0002-5249-7798
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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.
Disclosure statement
The activities described in this publication have been developed under INCOLLAB: Interdisciplinary Learning & Teaching: Collaborative Approaches, Project number 2019-1-CZ01-KA203-061163, co-funded by Erasmus+.
The content of this publication does not reflect the official opinion of the European Union. Responsibility for the information and views expressed in the publication lies entirely with the author(s).
No potential conflict of interest was reported by the author(s).
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Notes on contributors
Carlos Sampaio
Carlos Sampaio is a Lecturer at Polytechnic Institute of Castelo Branco, Portugal, researcher and entrepreneur. He holds a PhD in Business Management and his main research interests are Strategic Management, Service Quality, Hospitality Industry and Accounting. He is author of various papers on Portuguese and international journals and chapters in edited volumes and participated in several international projects.
Mónica Régio
Mónica Régio is a PhD candidate in Teacher Collaboration in Higher Education. She is a Lecturer of English at the Polytechnic Institute of Castelo Branco, Portugal. Five years ago she integrated a pilot RECLES (Higher Education Language Centres Association - ReCles.pt) Content and Language Integrated Learning (CLIL) project. She has been part of a team at the Polytechnic Institute of Castelo Branco, where a CLIL methodology has been used and an adjunct CLIL model has been applied combining English for Specific Purposes and Accounting. Her research focuses on CLIL and English Foreign Language Teaching for Business and Engineering.
Margarida Morgado
Margarida Morgado is Coordinating Professor of English Cultural Studies and coordinator of English teaching programmes at Instituto Politécnico de Castelo Branco, Portugal. She is associate researcher at the Centre for English, Translation and Anglo-American Studies (CETAPS) of the Universities of Lisbon and Porto. She ressearches in the Content and Language Integrated Learning (CLIL) approach at several educational levels, from primary to higher education and has published in this area as well as in intercultural education and mediation.