2. Crossing Departmental Boundaries: Evaluating Jointly delivered modules in Year 1 Seth Hartigan, Debra Jones, Ann Brantingham – LC Penelope Scott, Rining Wei - ECC

3. Origins of joint delivery YR1 Internal Periodic Review (IPR) 2011 to ease transition of language and study skills development from Year 1 to subject- specific skills in Years 2- 4. to develop more subject-specific content in the First Year Program and improve curriculum links between Year 1 and Years 2-4.

4. ModuleDelivery typeSemesters offered Collaborating Departments FOM002 Imagining a cityCo delivery12/13 S2, 13/14 S2, 14/15 S2 UPD, ECC COM001 Intro to Communication Co delivery14/15 S1ECC ENG003 How Language Works Co delivery14/15 S1ECC ENG004 ShakespeareCo delivery14/15 S2ECC ENG002 Literature and Film Co delivery14/15 S2ECC ARC001 Intro to Architecture & Visual culture Assisted delivery 14/15 S1Architecture CDE001 Urban Terminology Assisted delivery 14/15 S1Urban Planning CEN001 Design & Practice Assisted delivery 14/15 S1Civil Engineering

5. Co-delivery Model A 5 credit module 4 hours a week (2x2hours) Hour 1: Pre-lecture (LC tutors) Hour 2: Content lecture (subject lecturer) Hour 3: Content lecture (subject lecturer) Hour 4: Post-lecture (LC tutors) Key points **students are together all the time **2-3 teachers present **assessment shared

6. Co-delivery Model B 5 credit module 3 hours a week 2 hour lecture & 50m seminar OR 50m lecture & 2 hour seminar Lecture is delivered by department Seminars shared between LC & department Key points **students are together for the lecture **smaller groups for the seminar **assessment is shared

7. Why our students need language support The gap between Chinese high school and western university is great Chinese high school experience No English lectures or note taking. No written English assignments greater than 150 words. No academic writing. No reading of long academic texts.

8. Feedback from Y1S1 students a.We need to read a lot before the class, it is a little difficult for Y1 students. b.I still don't have enough time to take notes... Maybe before every class we can have a list of new words and explanations... It's difficult for a Chinese student to follow the lecture if I don't know some of the important words. c.can't understand some teachers' class because they are so professional as i am only a beginner d.the book include lots of strange words that i do not know ， i have to look up the dictionary ， it took a long time

9. Standards Common European Framework (CEFR) Most of our Y1 students would not qualify for a visa to study at Liverpool based on their English language level

10. Basic User Level A1 & A2 Independent User Level B1 & B2 Proficient User Level C1 & C2

11. LC Tutor Roles Provide a Bridge Between English for Academic Purposes (EAP) and Departments In-class / Out of Class Support for Students

12. Provide a Bridge Between EAP and Departments Advise Departmental Faculty on Linguistic Comprehensibility of Content Material for Students (Textbooks, Videos, Lectures) Advise Faculty on Suitability of Assessment for Student Competence Level Advise Faculty on Activities Undertaken by their Students in Specific EAP Modules

13. In-class / Out of Class Support for Students Prepare Students for Lectures (Vocabulary, Scaffolded Readings) Lecture & Reading Review from the Perspective of a Non-Expert (Counteract Expert Blindness) Lead Study Skills Seminars: Writing & Discussion Create Self-study Materials for Module

14. In-class / Out of Class Support for Students Prepare Review Materials for Exams Conduct Review Sessions Prior to Assessments Provide Instruction on Coursework Essay Writing Provide Formative Feedback on Written Drafts

15. Two major benefits of co-delivery: A CLIL perspective

16. BE (bilingual education) & Content and Language Integrated Learning (CLIL) BE: implies some use of two (or more) languages of instructions in connection with teaching courses other than language per se (Fishman, 1976: 24). CLIL: a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language (Coyle, Hood & Marsh, 2010: 1). CLIL is a type of BE, just as immersion.

17. CLIL in Europe & beyond 17 CLIL in Europe: Provision in most EU countries A video prepared by the Directorate-General for Education and Culture, the European Commission, based on data from: Eurydice (2006) Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: Eurydice. Available at: http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdf http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/071EN.pdf CLIL in Asia: A recent phenomenon Wei, R. & Feng, J. (2015) Implementing CLIL for young learners in an EFL context beyond Europe. English Today, 31(1): 55-60.

18. Benefit 1 from a CLIL perspective 18 Increasing exposure to authentic content, thus increasing motivation to learn the language Pinner, R. (2013) Authenticity of purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL Journal, 15(4): 137-158. & Co-delivery of ENG 003 How Language Works ( 语言的奥秘 ) Anecdotal evidence from students

19. Benefit 2 from a CLIL perspective 19 Facilitating content learning as a result of the integration of language development goals Some research evidence & Co-delivery of ENG 003 How Language Works ( 语言的奥秘 ) E.g. preparing students for lectures with vocabulary lists