Toward Successful Implementation of Introductory Integrated Content and Language Classes for EFL Science and Engineering Students
Authors: (E.G.) Kim Eun Gyong , Park Seonmin , Baldwin Matthew 
Published: May 2020

What this research was about and why it is important

Integrating content and language (ICL) has been a widely applied methodology of language learning and teaching in the last 20 years. However, ICL studies for first‐year undergraduate students of science and engineering are scarce. This study examined perceptions of incoming students and professors who participated in ICL classes at a Korean science and engineering school. Most of the participants found the ICL classes helpful for students to develop a better understanding of content lectures and what to expect in regular content lectures. Also, many students found student‐centered activities, consisting of group work, particularly motivating and effective. The study recommends a formula of ICL instruction for students entering a university with an EMI policy and concludes with suggestions for the successful implementation of ICL classes for content lectures in the areas of science and engineering.

What the researchers did

This study investigated introductory ICL classes for incoming students at a science and engineering school in Korea.

Five introductory ICL classes in the areas of biology, physics, chemistry, programming and mathematics were implemented as part of a three‐week intensive English camp for 121 incoming students.

Each ICL class consisted of pre‐activities and post‐activities in relation to a content lecture.

A 12‐question survey was administered at the end of the post‐activities for each respective subject in order to investigate students’ perceptions of the ICL classes.

Follow‐up email interviews were conducted with students, professors, and teaching assistants.

What the researchers found

The pre‐activities involved tasks to activate students’ prior knowledge on the respective content lecture subjects, vocabulary previews, and the teaching of note‐taking strategies.

The purpose of the post‐activities was to reinforce students’ learning and understanding of the knowledge they acquired from the pre‐activities and the content lectures.

Students found vocabulary the most difficult part in understanding English lectures, although they were aware of the importance of vocabulary to their studies.

Most students preferred the more integrated aspect of ICL classes than they did language‐focused classes.

Mostly easier content materials should be dealt with in class with some advanced materials mixed in to boost students’ participation.

Providing a scaffolded language environment during ICL pre‐activities has the potential to elevate students’ content knowledge and encourage them to improve language ability.

Things to consider

There is a need for continued research and development of effective ICL methods for science and engineering students and particularly for those entering EMI‐implementing tertiary schools. This study investigated the case of a Korean science and engineering university; thus, its implications may be limited to other similar settings.

In their first year, L2 students need most help in adjusting to college life set in an EMI environment. It is our hope that this study will stimulate interest in many language educators and serve as a start for further research and development of similar programs in the future.