To foster future architects’ competence in mediating between professional, academic and social demands in shaping the urban environment, we have integrated the Urban Planning Seminar Course and the English for Academic Purposes (EAP) course. The aim of the urban planning course is to provide students of architecture with an understanding of the trajectory of urban planning represented by classic books and stimulating a comparison to current global challenges. In our EAP courses students practice all modes of communication by processing demanding professional texts. The overlapping features of the two courses led teachers to hypothesize that combining some course tasks would create synergy, enhance students’ learning, and prepare them better for their future careers.
Abstract
To design the support for higher level learning and development of professional English communication skills we used the competence model of Bloom’s revised taxonomy: the course activities create a synergy.
Integration of the EAP and Urban Planning courses
Mediation activities and strategies in the course design
References & contact information
Anderson, Lorin W., and David R. Krathwohl, eds. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc.
Braidwood, E. Hirvonen-Kantola, S. “Content and Language Integrated Learning approach in Urban Design” in Elise Lorentsen and Kristine Annabell Torp eds. Formation – Architectural Education in a Nordic Perspective. Nordic-Baltic Academy of Architecture (NBAA) Copenhagen 2018. 60-73. http://b-arki.dk/formation.html ISBN 978-87-92700-24-7
North, Brian & Piccardo, Enrica. (2020). Companion volume CEFR Companion volume Language Policy Programme Education Policy Division Education Department Council of Europe.
Contact: eva.braidwood@oulu.fi
Mediation in a CLIL-based course for future architects
Dr Eva Braidwood
University of Oulu, Languages and Communication
MiLLaT Conference 2021
Methodology
Scaffolding
The support for developing students’ competence in professional communication includes: instructions for essay writing and presentation, detailed feedback, opportunity to discuss possible questions in tutorials, and peer-feedback on the presentations. Finally, this year a self-assessment questionnaire will enhance awareness of mediation skills.
We used CLIL methodology for the integration. The two courses follow the same content: set books, written in English, on urban planning and design which students process in pairs, then present a review in Finnish, and finally an essay and presentation is required in English. In addition, a special theme chosen annually provides the focus of a contemporary topic for students to compare the classic writers’ stance. The soft-CLIL approach preserved the separate EAP and content courses (administration of credits): the two sets of lessons, running parallel, utilize activities of both cross- and intra-linguistic mediation activities as well as mediation strategies in addition to the 4 Cs of CLIL as presented in the illustration (Contexts: includes Do Coyle’s Culture and covers the historical aspects).
Conclusion
The integration has led to ccollaboration between teachers –> reduced amount of literature for students; encouraging students to find their own sources and express their own opinion and voice, training in multimodal, pluricultural team working:
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