(CLIL) in Medicine Programs in Higher Education Stapel Content and Language Integrated Learning Integrated and Language Content Stapel
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GiF:on Giessener Fremdsprachendidaktik: online 6 This thesis explores the ways in which Content and Language Integrated Learning (CLIL) with English can be implemented in medicine programs for higher education. This teaching approach emphasizes learning content Anja Stapel while simultaneously developing language skills and promoting an effective motivational learning arrangement whilst occupational language skills and knowledge of interest are acquired. The necessity for students of medicine to have a certain proficiency of English and how they can be supported in improving their language skills is discussed. Content and Language Integrated Learning (CLIL) in Medicine Programs in Higher Education Stapel Content and Language Integrated Learning Integrated and Language Content Stapel ISBN 978-3-944682-13-6 Giessener Elektronische Bibliothek 2016 GiF:on 6 Content and Language Integrated Learning in Medicine Programs in Higher Education Giessener Fremdsprachendidaktik:online 6 Herausgegeben von Eva Burwitz-Melzer, Hélène Martinez und Franz-Joseph Meißner GiF:on Giessener Fremdsprachendidaktik:online Anja Stapel Content and Language Integrated Learning (CLIL) in Medicine Programs in Higher Education GIESSNER ELEKTRONISCHE BIBLIOTHEK 2016 Bibliografische Information der Deutschen Nationalbibliothek Die deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie. Detaillierte bibliografische Daten sind im Internet unter http://www.dnb.de abrufbar. Diese Veröffentlichung ist im Internet unter folgender Creative-Commons- Lizenz publiziert: http://creative-commons.org/licences/by-nc-nd/3.0/de ISBN: 978-3-944682-13-6 URN: http://nbn-resolving.de/urn:nbn:de:hebis:26-opus-118731 Acknowledgement This master's thesis, written under the supervision of Professor Wolfgang Hallet, deals with the integration of CLIL designed English courses into medical studies. The study was conducted within the frame of the master's program in ‘Neue Fremdsprachen und Fremdsprachendidaktik’ at the Justus- Liebig-University in Giessen. I would like to take the opportunity to thank all those who supported me, especially professor Hallet, followed by the editorial board of GiF:on, the professors Eva Burwitz-Melzer, Hélène Martinez and Franz-Joseph Meissner. Their guided support and advice helped to facilitate the publication and printing of said thesis. It is my hope that this thesis will provide an interesting and insightful read. Anja Stapel Braunschweig, January, 2016 Abstract This thesis explores the ways in which Content and Language Integrated Learning (CLIL) with English can be implemented in medicine programs for higher education. This teaching approach emphasizes learning content while simultaneously developing language skills and promoting an effective motivational learning arrangement whilst occupational language skills and knowledge of interest are acquired. The necessity for students of medicine to have a certain proficiency of English and how they can be supported in improving their language skills is discussed. Keywords: CLIL, Medical English, Teaching and Learning English for special purposes. Table of Contents Introduction ..................................................................................................... 1 1 Necessity for English in the Medical Context ................................. 5 2 Content and Language Integrated Learning (CLIL) ...................... 11 2.1 Concept and Methodology of CLIL .............................................. 11 2.2 The CLIL Matrix ........................................................................... 15 2.3 Distinction of Teaching Approaches ............................................. 20 2.4 Benefits and Challenges of CLIL .................................................. 24 2.5 Premises for CLIL in Medicine Programs ..................................... 29 2.5.1 Higher Education Didactics ........................................................... 30 2.5.2 Role of Language in CLIL ............................................................. 35 2.5.3 Scientific Language ....................................................................... 38 2.5.4 Implications for Teachers .............................................................. 43 3 Analysis of Medicine Programs in Higher Education ................... 50 3.1 Study of Medicine in Gießen and Marburg ................................... 50 3.2 Exchange Programs ....................................................................... 55 3.3 Medicine Programs at Other German and European Universities . 58 3.4 Possibilities and Restrictions for Enhancing English Skills in Medicine Programs .................................................................... 62 4 Concept for the Implementation of CLIL in Medicine Programs . 66 4.1 Design Outline ............................................................................... 67 4.2 Needs Analysis: CLIL in the Clinical Stage .................................. 68 4.3 Curriculum Development for the Clinical Stage of Human Medicine ........................................................................................ 70 5 Course description 1: General Medicine ....................................... 76 5.1 Syllabus Overview ......................................................................... 78 5.2 Content and Learning Objectives, Course 1 .................................. 79 5.3 Sample Unit: Course 1, Module/ Topic 2 ...................................... 85 6 Course Description 2 ..................................................................... 97 6.1 Syllabus Overview ......................................................................... 98 6.2 Content and Learning Objectives, Course 2 .................................. 99 6.3 Sample Unit: Module/ Topic 2 .................................................... 106 7 Summary and Outlook ................................................................. 121 8 References .................................................................................... 127 9 Appendix ...................................................................................... 150 i. The Extended CLIL-Matrix: ........................................................ 150 ii. Analysis of German and European Medicine Programs .............. 150 iii. Medicine Programs in Other European Member States .............. 154 iv. Course Activities ......................................................................... 162 v. Course 1, Module/ Topic 2: Session one ..................................... 162 vi. Course 1, Module/ Topic 2: Session two ..................................... 179 vii. Course 2, Module/ Topic 2: Session one ..................................... 191 viii. Course 2, Module/ Topic 2: Session two ..................................... 205 ix. Outlook- Example activities and courses .................................... 224 x. Further course topics/ sessions .................................................... 229 xi. Further Possible Resources and Scaffolding Material ................. 233 List of Abbreviations ÄAppO German Medical Licensure Act (Ärztliche Approbationsordnung) ADRs Adverse Drug Reactions BICS Basic Interpersonal Communication Skills CALP Cognitive Academic Language Proficiency CBI Content-based Instruction CEFR Common European Framework of Reference for Languages CLIL Content and Language Integrated Learning DAAD German Academic Exchange Service EAP English for Academic Purposes EMA European Medicine Agency EOP English for Occupational Purposes EPP English for Professional Purposes ESP English for Specific Purposes GiSim Gießener Simulationszentrum für Anästhesie und Notfallmedizin GP General Physician GRIPS Zentrum für praktisches Lernen und Simulation in der Medizin HOTS Higher Order Thinking Skills IE Immersion Education L1 First Language (also native language or mother tongue) L2 Second Language (also foreign language) LOTS Lower Order Thinking Skills OPD Outpatient Department PhD Philosophiae Doctor (Doctor of Philosophy) PJ Practical Year (praktisches Jahr) PSURs Periodic Safety Update Reports RAS Rapid-Alert-System List of Tables Table 1 Analysis findings: medicine programs at European partner universities Table 2 Analysis findings: medicine programs at German universities Table 3 Syllabus: Block practical training on General Medicine Table 4 Lesson plan 1: General Medicine Table 5 Lesson plan 2: General Medicine Table 6 Syllabus: Block practical training on Pediatrics Table 7 Lesson plan 1: Pediatrics Table 8 Lesson plan 2: Pediatrics Introduction Due to international and global collaborations, English has become the lingua franca for exchanging information. Moreover, English as a scientific language is omnipresent and required within the majority of professions. A question that is likely to arise when reading the title of this thesis is why German medical students should possess good English language skills. Besides being able to understand and communicate medical concepts in their native language, future medical practitioners should also have good command of the English language. There are several main reasons why English education for students of medicine is essential: Firstly, English is the scientific language used for the spread of knowledge. English comprehension in the medical sector is vital in order for practitioners to be up-to-date with current innovations, to understand ongoing discourses and to participate in the medical community. Secondly, medical practitioners