French

Marsh (2012) asserts that the use of Content and Language Integrated Learning (CLIL) in language teaching at the higher education level has the potential to encourage learners to
acquire language in an immersion-style setting, since the integration of language and content provides a substantive basis for language teaching and learning (p. 135). The content
provides a motivational and cognitive foundation for language learning because it is of interest and value to the learner. In light of this, language learning by means of CLIL is not
only active, but also passive, and in this setting, the focus is primarily on acquisition as opposed to intention. Students learn by doing and using language as a tool of communication
and understanding. Hence, CLIL is also a means to assist in the development of analytic, reflective and hypothesizing skills. The real challenge is to keep students communicating and
exchanging in the target language, while providing new information and methods to capture and keep their interest.

This paper presents a pedagogical intervention whereby 170 Business English (BE) students in their first year of a two-year Business Administration and Management course at a French
vocational institution were given a professional oral resentation task-based on peer collaborative work. This task was designed to heighten their level of enthusiasm for language learning, while stimulating risk-taking and ultimately boosting confidence-building. In the context of English for Specific Purposes (ESP) and more precisely, a course with a BE focus,
this study aims to analyze if and how a CLIL-based approach can be implemented to teach a variety of professional skills, while assisting students in the development of their  metacognitive ability. In addition, the students’ input on their impressions of the task-based presentation intervention was sought to analyze whether or not CLIL methodology can serve
as a setting to encourage the development of metacognitive skills.

O ne of the fundamental objectives of education is to teach lifelong learning skills that will help people navigate through their careers and future relationships towards both personal and professional fulfilment. Educators would then not only teach the core subjects and hard skills, but they would also need to focus on teaching soft skills, which are both valuable to and revered by 21st century professionals. Excellent verbal and non-verbal communication skills make up a significant part of these soft skills, which are transversal and take the form of people skills or sociability. The focus of this chapter is to examine the ways in which new technologies can be integrated into reflective English for Specific Purposes (ESP) teaching methods to stimulate student motivation and encourage the development of the aforementioned skills which are not only professional, but also metacognitive in nature, within the context of first year non-specialist English language students in Communication Studies. The chapter begins by presenting the scholarship and theoretical framework for a Student-Centred Learning (SCL) approach and procedures for a collaborative One-Minute Film Project. Finally, it presents some initial positive results based on the data, as well as various observations and potential for further transversal research.

Course design and lesson planning are constants in the professional life of all instructors. Since the lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during class time, it should be the result of much contemplation and preparation. With regard to English for Specific Purposes (ESP) or English for Academic Purposes (EAP), creating quality and relevant syllabi can be even more challenging when the language Higher Education (HE) instructor in is not a specialist in the domain that they are teaching. However a practical solution may be to follow a detailed process and ask oneself the appropriate questions. This article aims to reflect on the process of integrated course design (ICD) and lesson planning with the objective of assisting language instructors to conceive didactic approaches which can be used to construct and redesign courses, lessons and language programs that not only engage students in creative and significant le...

. The pedagogical intervention presented in this paper is a practical peer-to-peer teaching method which was used to welcome and initiate students at the higher education level into a second year Business English (BE) course. The intervention is meant to be implemented during the first three or four hours of language lessons with a new class of students specializing in the creation and management of small and medium-sized business. This task-based activity is aimed at intermediate level language students in a two-year program, but the underlying principles can be adapted to all levels and all types of learners. The methodology is founded on the Content and Language Integrated Learning (CLIL) and task-based approach to language teaching.