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International Economics : focus on hispanic development

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Written by Rodanis Tsafack Nguemegni
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Teaching team: Julien Strignano / Juan Vicente Fruet Cardozo

University and degree programme: IUT de Saint-Etienne (UJM) + Universidad de Córdoba (UCO) – Bachelor degree

Course: Economía internacional – Lengua extranjera aplicada – 3 ECTS

Timing: 4 weeks

CLIL pilot type: Light/Medium

CLIL assignments: To learn the vocabulary linked to a part of the international economy in the primary sector in Spain and some Hispanic countries in América – To implement a strategy of audio-visual learning comprehension and speaking context.

Language: Spanish

Introduction of the CLIL implementation with 10 CLIL parameters

  • Sequence:
  • Week 1: Introducing the topic by UCO and streaming session for UJM students – Planning the tasks
  • Week 2: Analyzing reports about agrarian policy & fishing industry in Spain – Complete the lexical CLIL approach 
  • Week 3: Developing a pitch to a real business scenario. Oral assessments
  • Week 4: Writing exam (appendix)
  • Concept and Task > Language:

Using economic vocabulary to analyze the role of the Spanish language in international business (now & forecast).

Summarizing pertinently the videostreaming with specific grammatical structure.

  • Guided multimedia input:

Videostreaming : analyse by the UJM students of the UCO course material.

Case studies from the international business and the hispanic one particularly.

Quizlet specific webpage for the lexical part of the course.

Webex videocall for speaking skills improvement.

  • Key language:

Business and economic terminology in Spanish

  • Instructions:

Based on:

UJM students must take notes during the UCO streaming sessions in order to redact a report about the economic situation of Spain.

UJM students must fill the Quizlet webpage with specific lexical aspect.

  • Interactions:

Part of UJM students present in Spanish a business plan to implement a virtual company in Spain into the primary sector market (fishing industry).

Part of UJM students present in Spanish a business plan to implement a virtual company in USA into the Hispanic friendly market (intercultural business)

  • Thinking:

Designing a real business plan scenario

  • Supported output:

Group (2 students) presentations with visual representations

  • Feedback:

Lecturer and peer feedback report :

  • Students found that assignments were clearly linked to access their tacit knowledge and to connect UCO and UJM topic.
  • Advance organizer was helpful
  • Student like modeling examples in foreign language based on analytic data.
  • Videostreaming is a good way to contextualize the differences and common points between content and language material
  • Team teaching:

The content lecturer of the course “Economía internacional” supported the theorical implementation of the analysis.

The language lecturer guided the lexical application and provided the assignments feedback. He suggested to the content teacher the themes linked to the specific needs of the UJM students in their search to set up a Hispanic business plan.

  • Further development ideas:

In the future both courses could have been done like a simultaneous joint module. Students will appreciate to spend more time speaking directly to each other.

It would be interesting to improve, while working on topics directly related to their field of study, some french lexical aspects to UCO students. A relevant task included in their curricula could be design by the content teacher.

Download the file: University and degree programme

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