European Institutions

Teaching team: Antoine Pelicand

University and degree programme:UJM (IUT of Roanne) – Business administration programme

Course: European Institutions 5 ECTS

Timing: 2 four-hour lectures/classes over one semester

CLIL pilot type: Light

CLIL assignments: To develop the students’ vocabulary related to the European political area and consequently their understanding of the European institutionnal system by learning the EU-speak both in French and in English.

Language: Half French, half English

The course consists of a lecture given to about a hundred students in an amphitheater. It was therefore difficult to introduce additional language learning, given the reduced interaction between the teacher and the students.  It was aimed at a French-speaking audience with a fairly varied level of English. For this reason, the course initially consisted of explanations given entirely in English, although some of the students then found it difficult to follow the course properly.

The CLIL method significantly improved the connection between course content and language learning. It was then decided to incorporate a mix of French and English to enhance the course’s dynamics and make it more inclusive.

Introduction of the CLIL implementation with 10 CLIL parameters

• Sequence:

During each class, part of the teaching is given in English. Strategically, the session begins in French to allow students to get into a work attitude and to announce from the start the part of the course that will be covered in English. This is generally a sequence lasting between 30 and 45 minutes. The duration is not the most important element, the main concern is to cover a coherent and well-defined part of the lesson in a foreign language. Following this sequence, and after some practical exercises (which I will come back to later), the course resumes in French. This also helps to strengthen the students’ attention by facilitating their understanding until the end of the course.

• Concept and Task > Language:

Each session aims to deepen students’ knowledge of European institutions. The overall course outline is therefore structured around this theme. The elements involving English are therefore parts of these lessons. For example, the differences between a federal and confederal organization. Or the establishment of the ECSC in 1951 and its main operating rules. The sections covered in English do not differ from the rest of the course. However, they are chosen for their strategic interest, because they can provide students with useful vocabulary from an academic or professional perspective.

• Guided multimedia input:

For this course, it is often easy to find materials to help develop English language skills. For example, when studying the functioning of the European Commission, an internet link allowed access to the official website. Short videos are also available explaining to European citizens how certain procedures work. It is therefore possible to use these video materials, which exist in English and even offer simultaneous English subtitles.

For more historical sections, it is possible to draw on online archives. For example, a speech by Churchill at the Congress of The Hague in May 1948, or debates held live in the specialized committees of the European Parliament.

• Key language:

To help students follow the course comfortably, glossaries were created with the main concepts and keywords used during the session. In the early years, these glossaries were printed and distributed to students at the beginning of the session. However, it was quickly observed that students were not even looking at these sheets. They either didn’t have the time or were too focused to pay attention to the glossary when they didn’t understand a word or expression.

The glossaries are now available to students on the online platform dedicated to the course. They can be used to review the course and to review and deepen their knowledge. During the course, the concepts and keywords are directly indicated on the board and translated into French. This allows students to note the translation and pay attention to it. This is ultimately more efficient.

In addition, a slideshow is used and is written entirely in English (even when the explanations are given in French). This allows students to always have the English equivalents available. When explanations are given and concepts are discussed, the link with the English translation is indicated by a gesture on the screen where the slideshow is projected. Students thus make the connection directly.

Common Legal bundles/fixed phrases such as: On the basis (that), In (the) terms of, In relation to, On behalf of (those). Extended legal bundles followed by abstract noun: In light of the … fact, data available, testimony, question, possibility.

• Instructions:

The principle of the CLIL method is explained during the first session where the syllabus is presented. Similarly, the exercises that follow each sequence in English are explained. For the first sessions, these are multiple-choice questions to be completed on the online learning platform. Students are accustomed to doing this type of exercise. Later, they may involve slightly more complex exercises, but these are then explained in French. The only vagueness that remains concerns the impact of these assessments on encouraging students to actively participate.

They are not actually counted. However, another quick assessment (with questions this time written in French) takes place at the start of the next course to verify learning (including on the English sequence). This assessment is taken into account.

• Interactions:

For the short exercises organized after the foreign language session, group exercises are planned. For example, students are invited to work in groups to complete an English text with keywords.

Other than this, the course layout does not allow students to work together in English.

• Thinking:

The sequences are relatively short and provide a challenge for students lacking confidence in their language skills. The short exercises create challenges that keep students mentally and physically engaged in the course. These assessments are easy to perform, allowing us to reward as many students as possible for their attentive listening, even if their understanding of the content isn’t perfect. In addition, the fun aspect of some exercises allows us to reward students for their previous concentration. This also ensures a moment of relaxation before resuming the course until the end of the session.

Basically, these exercises allow students to take stock of the information presented and the notes they have taken on it.

• Supported output:

Results given to individual and collective tests after the sequence.

• Feedback:

At the end of the course, general feedback was obtained from the students. This is an overall assessment of the “European Institutions” course (figures from April 2025). More than 70% of students appreciated the CLIL method. 62% said they “managed to correctly follow the sections presented in English.” Among the other students, 23% considered that this technique did not prevent them from understanding the main points of the course. Also worth noting: more than 72% now consider that they could follow courses in English more frequently.

• Team teaching:

The language lecturer of the course ’Business English’ supported the linguistic implementation of the course. Apart from this, group work was limited within the framework of this teaching.

• Further development ideas:

Successfully connect this teaching with the language teacher’s sessions. This can help students deepen their use of concepts and key words by producing oral assignments in small classes.

Download the file here: Test for checking the understanding of an English-spoken lecture