This study examines Integrating Content and Language in Higher Education (ICLHE), a dual-focused educational approach that aims to facilitate both content and language learning, at an elite science and engineering university in Korea (Coyle et al., 2010; Wilkinson & Walsh, 2015). ICLHE or Content and Language Integrating Learning (CLIL) in higher education is a popular integrative pedagogical approach in European institutions, but it is not widely practiced among Korean universities (Kim et al., 2021). The science and engineering university has implemented ICLHE in its undergraduate and graduate courses. The undergraduate ICLHE courses are offered for newly admitted students in five subjects of biology, chemistry, math, physics, and programming, whereas the graduate ICLHE consists of discipline-specific scientific writing courses (Greere & Räsänen, 2008; LANQUA, 2010). For research methods, content analysis of course materials, such as syllabi, lesson materials, and test materials, was conducted in order to find out what the ICLHE courses actually entail. Questionnaire surveys and interviews were performed to examine students’ and professors’ opinions on and levels of satisfaction with the courses. Overall, the courses have run successfully, with students and the instructors showing high levels of satisfaction. The study discusses the strengths and weaknesses of the courses and makes suggestions for their improvement. It concludes with applicable ICLHE models for English as a foreign (EFL) science and engineering universities.
Eun Gyong Kim, Korea Advanced Institute of Science and Technology, South Korea