English and Integrated Water Resources Management: A Training Program for the Mekong River Commission
Title
English and Integrated Water Resources Management: A Training Program for the Mekong River Commission
English and Integrated Water Resources Management: A Training Program for the Mekong River Commission
Keywords: CLIL, content and language integrated learning, language and development programs, language curriculum design
Author
Tylor Burrows
The Language Center,
Asian Institute of Technology, Thailand
tylorb@ait.asia
Tylor Burrows
The Language Center,
Asian Institute of Technology, Thailand
tylorb@ait.asia
Bio
Tylor Burrows has worked as a lecturer and instructor at universities in China, Saudi Arabia and Thailand. He has taught academic and research writing in a pre-bachelor preparation setting, as well as at the bachelor, master, and doctoral levels. His professional interests include teacher development, e-learning, and research writing.
Abstract
This paper outlines a case study of a content-and-language integrated preparatory program for professionals from five countries in the Mekong River Basin. The broad aim of the program was to improve participants’ ability to use English for communication in the context of integrated water resources management. Further, participants were required to learn about and be able to fulfill the specific tasks of the trans-boundary organization which would be their host during an on-the-job training project. The eight-week program integrating content and language is presented with respect to content and language integrated learning good practice. Analysis of pre-/post-testing of English language competencies and a survey of participant opinions suggest that the presented approach was beneficial for the participants.
This paper outlines a case study of a content-and-language integrated preparatory program for professionals from five countries in the Mekong River Basin. The broad aim of the program was to improve participants’ ability to use English for communication in the context of integrated water resources management. Further, participants were required to learn about and be able to fulfill the specific tasks of the trans-boundary organization which would be their host during an on-the-job training project. The eight-week program integrating content and language is presented with respect to content and language integrated learning good practice. Analysis of pre-/post-testing of English language competencies and a survey of participant opinions suggest that the presented approach was beneficial for the participants.
Category: Main Editions, Volume 15 Issue 4
