In order to study the impact of a Flipped classroom design in a “World Economy” first-year English as Medium of Instruction (EMI) module, this poster discus which are the language requirements that students have at the Faculty of Business and Economics at a traditional, face-to-face (Face2Face) Spanish publicly-funded institution, the University of Oviedo (Spain). A Flipped Classroom instructional design combines different types of teaching and learning elements to promote students' performance and involvement in their own learning. Multimedia academic materials and active learning practices constitute the core of the design and give the opportunity to move content coverage outside the classroom, in order to spend in-class time to promote high order thinking skills. Nevertheless, as this module follows a Content and Language Integrated Learning (CLIL) approach, both academic content, necessary language skills and fluently communication requirements for the active involvement are also introduced in the instructional design. Thus, the central idea displayed in the poster is the different levels of language requirements this EMI module has and how different communicative skills are structured to inform students and professors about the language skills required.

1. Analysis of language requirements for
EMI support in an Economics module
6 ECTS-14-weeks
First-year 2nd-semester -basic training
compulsory module
Business Administration -Economics -
Accountancy and Finance
55 students (2 Erasmus students )
World Trade Organisation WTO
International Monetary Fund IMF
Balance of Payments
International trade
International Finance
Development
Speaking
Participation
in-class group
tasks
Writing
Knowledge
communication
by writing in
English
Students’ CEFR A2 high-school
English
Heavily theoretico-
practical
competences-based
Economics degrees
Students’ lack the
linguistic knowledge
and sophistication
for the specific tasks
and content
Speak
about
graphs
Use
technical
words and
expressions
Pronounce subject-
specific vocabulary
and countries
names
Write with a
logical
structure
Write about
graphs
Correct
grammar and
orthography
piece
Adequate the
answer to
what is asked
Being able to
reorganize
their ideas
Understand key
words, unknown
words and
expressionsSupport theories
with numerical
examples, data or
graphs
Identify, define &
explain
core concepts
and theories
Understand the
numerical and
graphical aids Discuss central
statements and
relationships
between them
Translate written
or spoken
reasoning into
graphical
representation
Reading and
listening
Read papers
Watch videos
Núria Hernández-Nanclares (nhernan@uniovi.es)
Dpto. Economía Aplicada,
Antonio Jiménez-Muñoz ( jimenezantonio@uniovi.es)
Dpto. Filología InglesaEMI Symposium 2017
Building Bridges for a Better Understanding
Thursday 22nd June 2017
Department of Education