CLIL in higher education: Student-professor perspectives on learning in full english business programs at Universidad Europea de Madrid

Abstract

Higher education is significantly impacted by second language instruction in traditional content courses within degree programs worldwide, influenced largely by forces of globalization and internationalization, as well as, in this study’s case, European social, economic, and political integration policy. This phenomenon offers immense challenges and unique opportunities to all stakeholders in the education process, foremost of which would include both students and professors. One of the most common methodologies emerging to facilitate this educational change is Content and Language Integrated Learning (CLIL). The Case Study presented uses a mixed-methods exploratory research design to consider the impact of the CLIL methodology in a Full English Business degree program at Universidad Europea de Madrid. The results point to important future methodological considerations that can be incorporated into the program design as well as the professional development of CLIL professors.