Self-Reported Perceptions in Integrated Content and Language Learning at Higher Education (ICLHE) Courses
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| Title: | Self-Reported Perceptions in Integrated Content and Language Learning at Higher Education (ICLHE) Courses |
|---|---|
| Language: | English |
| Authors: | Javier Ávila-López (ORCID |
| Source: | Language Learning in Higher Education. 2026 16(1):303-330. |
| Availability: | De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Content and Language Integrated Learning, Foreign Countries, Undergraduate Students, Graduate Students, Student Attitudes, English (Second Language), Second Language Learning, Program Administration, Information Technology, Computer Mediated Communication, Sales Occupations, Second Language Instruction |
| Geographic Terms: | Finland |
| DOI: | 10.1515/cercles-2024-0070 |
| ISSN: | 2191-611X 2191-6128 |
| Abstract: | The Integration of Content and Language in Higher Education (ICLHE) is a progressive pedagogical approach that develops both language and subject skills simultaneously. This paper examines the design, implementation, and outcomes of pilot ICLHE courses aimed at supporting students' understanding and use of disciplinary content in digital technology, business, and finance. It examines the benefits and challenges of the pilot courses, assesses their impact on student outcomes and makes recommendations for educators and institutions wishing to implement ICLHE on a larger scale. The pilot study (N = 72) involved the design and implementation of courses in ICT, project management and technical sales at Karelia University of Applied Sciences (UAS). The study was conducted over one academic semester and focused on evaluating students' perceptions of the development of the English language courses they had participated in after completing the study. The affective subscale consisted of 10 items (α = 0.729). Factor analysis identified 2 factors associated with self-confidence and motivation constructs. Though the results are not conclusive, it allows to provide indications of the impact of the pilot courses on student outcomes and make recommendations for educators and institutions wishing to implement ICLHE on a larger scale. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508841 |
| Database: | ERIC |
| Abstract: | The Integration of Content and Language in Higher Education (ICLHE) is a progressive pedagogical approach that develops both language and subject skills simultaneously. This paper examines the design, implementation, and outcomes of pilot ICLHE courses aimed at supporting students' understanding and use of disciplinary content in digital technology, business, and finance. It examines the benefits and challenges of the pilot courses, assesses their impact on student outcomes and makes recommendations for educators and institutions wishing to implement ICLHE on a larger scale. The pilot study (N = 72) involved the design and implementation of courses in ICT, project management and technical sales at Karelia University of Applied Sciences (UAS). The study was conducted over one academic semester and focused on evaluating students' perceptions of the development of the English language courses they had participated in after completing the study. The affective subscale consisted of 10 items (α = 0.729). Factor analysis identified 2 factors associated with self-confidence and motivation constructs. Though the results are not conclusive, it allows to provide indications of the impact of the pilot courses on student outcomes and make recommendations for educators and institutions wishing to implement ICLHE on a larger scale. |
|---|---|
| ISSN: | 2191-611X 2191-6128 |
| DOI: | 10.1515/cercles-2024-0070 |
