This paper will focus on the acquisition and the presentation of content in ICLHE classes. The learning of content is indeed one of the most debated but least researched topics in ICLHE settings. In order to investigate it, this initial study takes into consideration two comparable classes in the field of Economics taught by the same lecturer throughout one academic year. The control group is represented by an L1 (Italian) medium instruction class, and the experimental group by an L2 (English) medium instruction class. Students’ (n. 225) outcomes in terms of marks obtained in two identically comparable written exams are analysed in order to ascertain whether there are any differences in content acquisition between the control and experimental class. Data triangulation is obtained by an interview with the lecturer and by the comparative analysis of the input presentation strategies of the lecturer in the two groups, collected by means of observations and transcriptions of the lectures. The results show that, based on students’ marks, the two groups do not differ significantly as regards the acquisition of content. Some, although not significant, differences are to be found in the lecturer’s input as regards the number of interactions, the use of synonyms, the use of paraphrases and the use of examples in the two groups. Concerning the lecturer’s interview, no real differences between the way she/he teaches or in the students’ composition of classes are to be noticed.

Costa, F. G., Mariotti, C., Differences in Content Presentation and Learning Outcomes in English-medium Instruction (EMI) vs. Italian-medium Instruction (IMI) Contexts, in Valcke, J. A. W. R. (ed.), Integrating Content and Language in Higher Education, Peter Lang, Frankfurt 2017: 187- 204. 10.3726/978-3-653-07263-1 [http://hdl.handle.net/10807/98273]

Differences in Content Presentation and Learning Outcomes in English-medium Instruction (EMI) vs. Italian-medium Instruction (IMI) Contexts

Costa, Francesca Giuseppina;Mariotti, Cristina
2017

Abstract

This paper will focus on the acquisition and the presentation of content in ICLHE classes. The learning of content is indeed one of the most debated but least researched topics in ICLHE settings. In order to investigate it, this initial study takes into consideration two comparable classes in the field of Economics taught by the same lecturer throughout one academic year. The control group is represented by an L1 (Italian) medium instruction class, and the experimental group by an L2 (English) medium instruction class. Students’ (n. 225) outcomes in terms of marks obtained in two identically comparable written exams are analysed in order to ascertain whether there are any differences in content acquisition between the control and experimental class. Data triangulation is obtained by an interview with the lecturer and by the comparative analysis of the input presentation strategies of the lecturer in the two groups, collected by means of observations and transcriptions of the lectures. The results show that, based on students’ marks, the two groups do not differ significantly as regards the acquisition of content. Some, although not significant, differences are to be found in the lecturer’s input as regards the number of interactions, the use of synonyms, the use of paraphrases and the use of examples in the two groups. Concerning the lecturer’s interview, no real differences between the way she/he teaches or in the students’ composition of classes are to be noticed.
2017
Inglese
Integrating Content and Language in Higher Education
9783631681268
Peter Lang
Costa, F. G., Mariotti, C., Differences in Content Presentation and Learning Outcomes in English-medium Instruction (EMI) vs. Italian-medium Instruction (IMI) Contexts, in Valcke, J. A. W. R. (ed.), Integrating Content and Language in Higher Education, Peter Lang, Frankfurt 2017: 187- 204. 10.3726/978-3-653-07263-1 [http://hdl.handle.net/10807/98273]
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