Universal Journal of Educational Research Vol. 5(12A), pp. 134 - 143
DOI: 10.13189/ujer.2017.051320
Reprint (PDF) (507Kb)

Tapping into the Intellectual Capital at the University

Mary Griffith ^*
Faculty Modern Languages, University of Málaga, Spain

ABSTRACT

Content and Language Integrated Learning (CLIL) is as full of challenges as it is of possibilities. We will explore the challenges while seeking realistic solutions as eight Computer Science professors teach their subjects through English for the first time. We hope to gain insights into the bilingual classroom at the university level where teacher training can aid in professional development. Kevin Haines (2017) has posed the question about policies, principles and practice in bilingual settings, suggesting that we still need to address the challenging question: 'who will support the teachers?' In this paper we will observe problems and solutions to bilingual teaching from the ethnographic point of view of action research. We hold that research in education must make the move toward a more qualitative assessment. As researchers, perhaps we need to describe less and do more by putting our research into action.

KEYWORDS
CLIL/EMI, Computer Science, Teacher Training, Professional Development, Research in Action

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Mary Griffith , "Tapping into the Intellectual Capital at the University," Universal Journal of Educational Research, Vol. 5, No. 12A, pp. 134 - 143, 2017. DOI: 10.13189/ujer.2017.051320.

(b). APA Format:
Mary Griffith (2017). Tapping into the Intellectual Capital at the University. Universal Journal of Educational Research, 5(12A), 134 - 143. DOI: 10.13189/ujer.2017.051320.