10. Need for other languages than English/Danish

Integrating language and academic content in degree programmes is often referred to as CLIL (content and language integrated learning) or ICLHE (integrating content and language in higher education) in the literature. There are, however, different models of integration.

The ‘strong’ version includes intended learning outcomes related to language as well as content, with both dimensions explicit in the programme and assessed in the examination. One example of this from UCPH is the Master’s course in French Law and Language for an International Legal Career.

In the ‘weak’ version, language for specific purposes is part of the curriculum, but it is not listed as a specific learning outcome or evaluated in disciplinary course examinations. An example of this is German for political studies at the Faculty of Social Sciences, which was developed in autumn 2022 (but has not yet been implemented). The course will focus on language as well as content as part of the learning process (reading texts in German), but without including specific learning outcomes related to language as part of the final assessment.

The main aim with both versions is to support content learning through a specific focus on language. Which language skills should be taught depends on the discipline, its academic tradition, and its societal and international relevance.

Initiatives to integrate language skills into degree programmes are often taken by content teachers who are innovative about developing the international dimension of their programme. Some are also concerned about students’ lack of access to core material in the original language, which may result in increased reliance on reading texts in translation or the need to omit some texts from the curriculum altogether. Needs analyses among students show that they are aware of the role languages play in relation to their study activities and career opportunities.

Study boards may act on new ideas to develop the language dimension of their curriculum or take action as a result of needs analysis reports giving insights into student needs. The perceived relevance of any initiative taken is likely to be greater if the language dimension is closely integrated with content. This can be facilitated by close collaboration between language and content teachers, which allows for the identification of relevant genres, vocabulary, and skills (e.g., reading, writing, spoken interaction). Generic language courses, on the other hand, are often of limited value.

Faculty and department management should be aware of the expenses and the outcomes associated with implementing of different types of CLIL so that they can make informed decisions about educational development and quality.

The language consultants at CIP can offer different kinds of needs analyses and will be able to provide assistance to faculties who wish to get an overview of student needs for learning different languages. CIP’s language consultants are also able to provide different models for integrating content and language at university level and will be able to support the development and implementation of faculty-wide courses as well as programme-specific courses based on specific curricula. Examples of content and language integrated learning (CLIL) courses, as well as various types of needs analyses at faculty or programme level, can be found here.