This document summarizes Nuria Hernandez Nanclares' experience teaching a bilingual course at the University of Oviedo. She has taught international economics since 1991 and became a full professor in 2002. In 2010-11, she taught her first bilingual course in business administration and economics entirely in English, which presented challenges for both students and teachers. She worked with a visiting English teacher to provide language support through observing classes, correcting materials, and giving feedback. A survey assessed student improvements in English skills as well as remaining difficulties, and Nanclares developed new materials using a CLIL approach to further support student language learning within the economic content.

1. Teaching a bilingual course: a
challenge for professional
development
Núria Hernandez Nanclares, Universidad de Oviedo
“Content and Language Integrated Learning” Seminar
28th January 2013
Castellón

4. “Los efectos internacionales de la política agraria
común en el sector de la carne de vacuno”
Dir.: Prof. Cándido Pañeda, Universidad de Oviedo
Esther Ruiz, Universidad Carlos III de Madrid
October 1999

5. Teaching positions
Dpto. Economía Aplicada
(since 1991)
Profesora Titular
(since 2002)
Main field of teaching
International Economics

6. Professional Development
“TRAINING PROGRAMME FOR UNIVERSITY TEACHING”

8. Teaching training Problem-based
learning
Effective
assessment
Student-
Teaching Educational centered
innovations research

10. Bilingual course
year 2010-11
1st course in Business
Administration and Economics
Degree
World Economy

12. Active learning in English

13. Year 2011-12
English courses
Presentation, writing, pronunciation, conversation
"Image courtesy of renjith krishnan / FreeDigitalPhotos.net"

15. “Visiting teachers programme”
Bilingual with Economics background teacher

17. What have we done?
Teaching some topics
Observing in class and correcting
English support and feedback
Correcting slides and materials
English support and feedback
Observing presentations and correcting
Written tasks feedback
Forum management and feedback

18. Feedback

19. More feedback

20. Problems and challenges
STUDENTS TEACHERS
• Level of English • Difficulties to deal with
• Difficulties to understand non-mother language in
spoken English a teaching situation
• Poor spoken performance • Fluency to establish
• Problems to learn active learning
economics because of the • Promoting participation
language • Providing feedback for
• More work load for the the language
continuous assessment

21. “Adequate support…”
“Improved in written...”
“Improved in spoken...”
“Self confidence…”
Overall opinion
Image: David Castillo Dominici / FreeDigitalPhotos.net

24. Working plan
Initial and final questionnaire following the “Common
European Framework of Reference for Languages”
Analyze a real class session to observe reading, listening,
speaking and writing skills
Collect written and oral material to analyze the discourse
Study an assess students improvement in the different skills
Design support and practice materials, using CLIL approach, to
help students to overcome the problems.
Reflect with students about their relation with language in the
content context

25. Source: Idea go in FreeDigitalPhotos.net

26. Thank you very
much for your
attention!!!