1. An Applied Research Project Underway Margarida Morgado
Introducing CLIL to Higher Education Polytechnic Institutes in Portugal
An Applied Research Project Underway
Margarida Morgado

2. INTROUCTION
3 CLARIFICATIONS

3. CLIL CONCEPT
CLIL is understood, for the purposes of this study, as an interdisciplinary curriculum development approach to design integrated courses of content and language (Vilkancienė 2011), where learning is not focused on the foreign language alone, but also on subject-specific content and where language is essentially a tool for communication. This means according to Coyle (1999; 2005; Coyle, Hood, & Marsh 2010) that the learner should be able to manage content-oriented information, make use of that information by using cognitive skills, communicate effectively and do so across cultures.
· Coyle, Do (1999); “Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts”; in Learning Through a Foreign Language; David Mars and Dieter Wolff (eds.); CILT; London;
· Coyle, Do (2005); “CLIL activity in the UK”; in Mehrsprachoiger Fachunterricht in Ländern Europas Hans-Ludwig Krechel, (ed.); Gunter Narr Verlag; Tubingen;
· Coyle, Do et. al. (2010); CLIL: Content and Language Integrated Learning; Cambridge University Press; Cambridge.
·  Vilkanciené, Lilija (2011); “CLIL in Tertiary Education: Does it Have Anything to Offer?”; Studies about Languages; 18;

4. HIGHER EDUCATION CONTEXTS
FOREIGN LANGUAGE COMPETENCES
PARADIGM: LANGUAGE USER
INTERNATIONALIZATION
EMPLOYABILITY OF STUDENTS
GLOBAL COMMUNICATION
ESP
IMPACT ON LEARNING AND COGNITION
THE ROLE OF LANGUAGE SPECIALISTS

5. HIGHER EDUCATION POLYTECHNIC INSTITUTES
PORTUGAL
DUAL SYSTEM
BUSINESS SCHOOLS
EDUCATION COLLEGES
TECHNOLOGY AND ENGINEERING COLLEGES
HEALTH AND NURSING SCHOOLS
ARTS COLLEGES
AGRICULTURAL SCHOOLS
UNIVERSITIES AND POLYTECHNICS
EMI
ESP
NO CLIL

6. Clil –RECLES: applied research project

7. Bragança P.I.
Porto P.I.
Guarda P.I.
Castelo Branco P.I.
Portalegre P.I.
Estoril Tourism School.
Évora University.
University of Algarve

8. Aims – stage 1
views on specialized language and terminology in a globalized world;
perceptions of the role of foreign language learning in higher education (policies);
use of foreign languages for teaching (materials and content design);
perceptions on how learners would be challenged if they were to be taught content in English.

9. Significant conclusions
Teachers consider writing their weakest competence in FL;
Teachers consider more courses should be taught in English;
Teachers believe, however, that students learn best in their own mother tongue.

10. 2nd stage
Aims:
To create a CLIL learning community
To write a CLIL course manual for trainers
To train specialist lecturers in CLIL
A Teacher’s Guide for a CLIL Learning Community in Higher Education

11. 3rd stage IMPLEMENTING CLIL MODULES MONITORING
ASSEMBLING COMPARABLE DATA

12. CONCLUSIONS COMMUNITY OF LEARNING SPACE OF INQUIRY
MAKE CLEAR WHAT IS IMPORTANT FROM THE LANGUAGE POINT OF VIEW