Session
Education and Development
Description
Emerging in the early nineties, Content Integrated Language Learning (CLIL) approach is still considered an innovative medium to teach both language and business concepts. The use of CLIL in business English courses, helps to boost the students’ language skills while also offering a deeper understanding of busi-ness-related topics and terminology preparing them for communicative skills they might need in their future employment. This paper aims at exploring the use of Content Integrated Language Learning approach in teaching Business English courses to promote both language acqui-sition and subject knowledge simultaneously. The study reviews existing litera-ture to investigate the impact that employing CLIL in Business English courses has on the students’ language proficiency enhancement and their understanding of terminology and business concepts. Through the examination of strategies required for a successful implementation of CLIL in BE which include designing interdisciplinary lesson plans, effective material selection and teacher training, the review also delves into the theoreti-cal foundations of CLIL, its practical implementations, benefits, challenges, and outcomes. The review concludes by accentuating the potential implications of integrating CLIL in Business English course and stresses the importance of further research to pinpoint its long-term impact on students’ language proficiency and profes-sional development.
Keywords:
Emerging in the early nineties, Content Integrated Language Learning (CLIL) approach is still considered an innovative medium to teach both language and business concepts. The use of CLIL in business English courses, helps to boost the students’ language skills while also offering a deeper understanding of busi-ness-related topics and terminology preparing them for communicative skills they might need in their future employment. This paper aims at exploring the use of Content Integrated Language Learning approach in teaching Business English courses to promote both language acqui-sition and subject knowledge simultaneously. The study reviews existing litera-ture to investigate the impact that employing CLIL in Business English courses has on the students’ language proficiency enhancement and their understanding of terminology and business concepts. Through the examination of strategies required for a successful implementation of CLIL in BE which include designing interdisciplinary lesson plans, effective material selection and teacher training, the review also delves into the theoreti-cal foundations of CLIL, its practical implementations, benefits, challenges, and outcomes. The review concludes by accentuating the potential implications of integrating CLIL in Business English course and stresses the importance of further research to pinpoint its long-term impact on students’ language proficiency and profes-sional development.
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-982-15-3
Location
UBT Kampus, Lipjan
Start Date
25-10-2024 9:00 AM
End Date
27-10-2024 6:00 PM
DOI
10.33107/ubt-ic.2024.143
Recommended Citation
Zela, Elsa and Sherko, Esmeralda, "Utilizing Content Language Integrated Learning in Business English Courses: A Review" (2024). UBT International Conference. 30.
https://knowledgecenter.ubt-uni.net/conference/2024UBTIC/ED/30
Included in
Utilizing Content Language Integrated Learning in Business English Courses: A Review
UBT Kampus, Lipjan
Emerging in the early nineties, Content Integrated Language Learning (CLIL) approach is still considered an innovative medium to teach both language and business concepts. The use of CLIL in business English courses, helps to boost the students’ language skills while also offering a deeper understanding of busi-ness-related topics and terminology preparing them for communicative skills they might need in their future employment. This paper aims at exploring the use of Content Integrated Language Learning approach in teaching Business English courses to promote both language acqui-sition and subject knowledge simultaneously. The study reviews existing litera-ture to investigate the impact that employing CLIL in Business English courses has on the students’ language proficiency enhancement and their understanding of terminology and business concepts. Through the examination of strategies required for a successful implementation of CLIL in BE which include designing interdisciplinary lesson plans, effective material selection and teacher training, the review also delves into the theoreti-cal foundations of CLIL, its practical implementations, benefits, challenges, and outcomes. The review concludes by accentuating the potential implications of integrating CLIL in Business English course and stresses the importance of further research to pinpoint its long-term impact on students’ language proficiency and profes-sional development.