Integrated Content & Language in Algerian Higher Education (ICLHE)

The Algerian Integrated Content and Language in Higher Education (ICLHE) program is a professional development initiative composed of four modules on teaching integrated content and language (ICL) in the context of higher education. All modules are based on theory and research, but will emphasize experiential learning and the application of theory to practice. Currently, the program is running its 3rd cohort.

This online roundtable will showcase the work of participants in Cohorts 1 and 2. The participants — Algerian Subject Matter Instructors (SMIs), Language Teacher Trainers (LTTs), and English Language Instructors (ELIs) — present their collaborative projects on the application of ICL instruction in the Algerian context within specific disciplinary domains.

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About the Authors: Belkacem Outemzabet is an assistant professor in the department of English at Bejaia University (Algeria). He is a magister graduate in ESP and a PhD candidate in Medical English. His research interests include Medical English, ESP/EAP and ELT, EdTechs/ICTs, ESP discourse and genre analysis, organizational communication, and rhetorical studies. Hanane Sarnou is a professor in sociolinguistics and applied linguistics in the department of English at Mostaganem University. She is the head of the DSPM research laboratory and a reviewer in many research journals. Her research areas include, among others, EdTechs/ICTs, language and culture, intercultural communication, applied linguistics and ELT/ESP.

LINK: https://doi.org/10.1016/j.esp.2022.12.001  

Abstract submission should be related to ICLHE and include topics like: Implementation of ICLHE in Algeria, CBI, theme-based CBI, sheltered CBI, and adjunct CBI, CLIL and EMI, ICLHE vs CBLT in Algeria, The Algerian English language program projects, Needs Analysis and Current Materials, Technology-based English instruction, learning and assessment, Blended English learning, pro-social behavior and well-being, Bridging the gap between the content teacher (SMI) and the language teacher (ELI and ETT), EGP, EAP or ESP, ICLHE curriculum design, Learning-oriented Assessment and other assessment types, English language proficiency and the meaning-oriented model, Academic integrity and ICLHE, ICLHE Opportunities, Challenges and Recommendations

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It is important to look into how language teachers and stakeholders are assessing, evaluating, and testing students in the language classroom. Instructors should learn what and when to assess, test, or evaluate, and how to use the results to determine what needs to be learned and how to learn it. The conference aims to bring teachers, researchers, students, university administrations, etc to share their visions and research findings for an academic debate on the subject.  The conference objectives are: Investigating the ways of assessing, testing, and evaluating learners, Introducing innovative approaches to assessment, testing, or evaluation in teaching languages, Bridging the gap between curricula /syllabi and learners' academic performance, Exchanging approaches, strategies, and resources for teaching /learning languages, and Developing standards and framework for language instruction, learning, and assessment. 

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This international conference is mainly organized to provide researchers, mainly language and content teachers, with the opportunity to work collaboratively with each from his or her disciplinary context of interest and relevance, to discuss and suggest possible teaching methods and strategies for creating instructional teaching lessons and materials in which language (English) and content are integrated. The organizers think that CLIL offers learners a natural setting for learning targeted foreign language more that when learning the language isolated from the content. It should be highlighted right from the beginning that in CBI, the determination of what to teach (“selection”) is largely derived from the content itself. This leads to the concept of “content driving the curriculum”. Because the area also colors the decision of how to order items (“sequencing”) in the syllabus… 

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An essential aim of the conference is to offer practical and visible evidence of innovative methodologies and practices in ESP and EMI instruction. We aspire to highlight the changes in science education that the Algerian university is making in order to bring its programs to the practitioner’s desktop. However, there is nothing like the experience of a teacher presented in person, especially given the opportunity the conference provides for comparing experiences, peer interactions, and immediate access to experts in ESP and EMI teaching curricula and practices.

Sessions and panel discussions will explore current ESP and EMI issues in terms of technical or practical contributions that should feature cutting-edge information by in a range of integrated methods monitoring ESP and EMI instruction. CLICK HERE TO DOWNLOAD CONFERENCE PROGRAM

Since its emergence in the late 1960s, ESP has undergone a constant process of development, defining its scope, improving methodology, shaping its objectives and orientations, and enlarging the number of course books designed to serve its purposes. Yet, ESP teaching practices remain extremely varied depending on practitioners, institutions and countries. Therefore, this conference focuses on today’s diversity of ESP teaching/learning. It also raises the question of the theoretical foundations of ESP practices and, as such, welcomes papers on all aspects and issues of ESP didactics.

The main objective of the conference is to bring together researchers and practitioners in the field of ESP over discussions of various themes building upon their classroom experiences and field research tracking day- to- day challenges and obstacles... CLICK HERE TO DOWNLOAD CONFERENCE PROGRAM