Different Models in FL-Medium Instruction: Spectrum of Content and Language Lotta Saarikoski, Principal Leturer in Industrial Economics Vaasa University of Applied Sciences

Contents : Different models in language learning Terminology – confusing ? FL-medium instruction in Finland Why increasing popularity ? Threats and Opportunities if FL-medium instruction increases

different options for language learning DIFFERENT MODELS IN FL-MEDIUM INSTRUCTION – with focus on tertiary education Language learner (intermediate/advanced level) will be offered Presentations in the afternoon will add- ress the learning process from the learners’ view point We will first categorize these different options

TWO WAYS OF LEARNING LANGUAGE …. related to the models offered in educational systems NATURE (”luomutapa”) -> Implicit LL NURTURE (”hoivatapa”) -> Explicit LL AFFORDANCES for Language learning outside the school MAINSTREAM LANGUAGE TEACHING LSP/ESP (Language/English for Specific Purposes) CBLT (Content-Based Language Teaching) WEAKSTRONG INTENTIONAL LANGUAGE LEARNING TARGET FL-MEDIUM COURSES/DEGREE PROGRAMS Different models in the context of tertiary education CLIL (Content and Language Integrated Learning) INTENTIONAL SUBJECT- SPECIFIC LEARNING TARGET STRONG WEAK FL-MEDIUM INSTRUCTIONLANGUAGE INSTRUCTION

Different Terminology wider (in/nonformal)application: any language environment in which the learner is ”fully immersed” narrower (institutional) application: primary (secondary) education Learning through target language -early -middle -late -partial -total 1. Language immersion ”kielikylpy”

Language Immersion, cont. Difference between young learners (immersion) and adult learners (FL-medium instruction/CLIL on tertiary level) in terms of exposure to L2: adult learners (usually) have prior knowledge of target language adults learners have more cognitive skills to handle the linguistic data ( next presentation…) Conclusion: term “immersion” should be used with care when speaking of tertiary level students

Different Terminology, cont. 2. TCFL (Teaching Content through a Foreign Language) 3. TTFL (Teaching Through Foreign Languages: English-medium degree programs 4. TBL (Task Based Learning -  ESP contexts)

FL-medium instruction in Finnish universities of applied sciences  English medium 4-year (e.g. engineering) programmes (=International programmes) some kind of language module is often provided sometimes the same programme offered in Finnish, as a parallel option  Single modules or study units (eg. 4 cp) offered in FL English / SL Swedish  In Vaasa University of Applied Science:  Three degree programs (IT eng, int. bus., hotel and restaurant bus.)  Single study units (especially in Hotel and rest. bus. -> Swedish language being used for Finnish students)

Other FL-medium educational programmes in Finland All universities offer part of their instruction in English Immersion programmes (in Swedish) are - frequent in bilingual regions (eg. Vaasa area) In many secondary-level schools certain subjects are taught through English IB (International Baccalaureate) schools in university cities

Why is FL-medium instruction gaining more and more popularity on tertiary level? Good experience from (Canadian) immersion programs Increasing awareness of need/benefits of multilingualism and pluralingualism ( cf. current European Council language policy, eg. 1+2) The Bologna process: to boost European mobility. EHEA (Higher European Educational Area (44 countries by 2010) Pedagogical evolution: behavioristic approach communicative simulation tasks real-life tasks and materials as means and input for learning

Opportunities and Threats if FL- Medium Instruction Increases  Horror scenario:  More student drop-out rates  Language teachers made redundant  Loss of national identity  Success scenario :  More English-medium instruction larger area for European higher education more European mobility (Bologna Process)  People learn more languages and in a more effective way  New opportunities for language teachers