Formal curriculum enactment. This section presents the results of the analysis of five syllabi documents by using the IoCI document analysis tool which was

To conclude, this theme demonstrates teachers’ perspectives about their responsibility and potential to shape and educate their students beyond their obvious language teaching obligations. The space of the language course is used by them in different ways to include extra-curricular areas of discussion in terms of both knowledge and behavior across cultures.

5.2.5 Formal curriculum enactment. This section presents the results of the

Table 8: English for Academic Purposes curriculum following the 1st wave of IoC Post curriculum internationalisation

Pre curriculum internationalisation Area of change

Concrete list of learning outcomes for every course, directed at skills beyond reading comprehension.

General statements of course objectives directed at reading comprehension.

Course learning outcomes

Intentional selection judged by content which addresses local-global issues as well as the level of English used.

Random selection judged primarily by the level of English used.

Content: Selection of academic articles

• Seen exam⁸ with a blend of multiple-choice and open-ended questions.

• Project based learning with oral presentations.

• Unseen exam with a blend of multiple-choice and open-ended questions, thematically related to the texts studied in class.

Unseen exam⁹ with multiple-choice,

reading comprehension questions, not thematically related to the texts studied in class.

Assessment methods

Invited to contribute and critically reflect on existing curriculum as well as continuously shape assessment.

Relatively passive, teaching a top-down, fixed programme with minimal mandate to introduce change and/or influence curriculum and/or

assessment.

Staff engagement

Towards blended learning.

Traditional.

Pedagogies

Integrated to a varying degree in every course, depending on teacher preferences.

None or minimal.

Teaching Technologies

5.2.5.2 Syllabi document analysis. As mentioned in the opening section of the present case, the English for Academic Purposes programme is comprised of five language proficiency levels: Pre-Basic A, Pre-Basic B, Basic, Advanced A and Advanced B. This section will present the analysis of the corresponding syllabi documents, with two exceptions:

1. The two Pre-basic levels have the same curriculum, with the only difference being the number of teaching hours. Their respective syllabi will therefore be analysed together.

8 A seen exam is a reading comprehension test based in an academic article the students have studies in class

9 An unseen exam is a reading comprehension test based on an academic article the students have not studied in class

2. The Advanced A level offers two study tracks: traditional face-to-face classes with a curriculum developed locally, and a blended course (part online, part face-to-face), with a curriculum developed by an international team. The latter course was developed in the framework of the Erasmus+ IN2IT project mentioned earlier. The syllabi of the different tracks will therefore be examined separately.

The following table presents the evaluation of the degree of integration of internationalisation for all five syllabi documents using the IoCI tool.

Table 9: Case 1 evaluation of 5 syllabi documents using the IoCI tool

Degree of Internationalisation

Indicator

Initial Partial Integrated Evaluation of syllabi

documents 1 2 3 4 5

Course objective Does not include any reference to international, intercultural or global capabilities.

Includes some international, intercultural or global capabilities.

Strong focus on

international, intercultural or global capabilities.

PARTIAL PARTIAL PARTIAL PARTIAL INTEGRATED

Intended learning outcomes

Not formulated / loosely formulated without a learner-centered approach.

Formulated but lacking in scope or precision.

Comprehensively

formulated, compatible with Bologna guidelines.

INTEGRATED INTEGRATED INTEGRATED INTEGRATED INTEGRATED

Internationalised intended learning outcomes

Not formulated / loosely formulated without a learner-centered approach.

Formulated but lacking in precision or scope.

Attempting to cover the areas of (select):

Knowledge Communication Problem solving Social responsibility Other:

Comprehensively

formulated, compatible with Bologna guidelines, covering the areas of (select):

Knowledge Communication Problem solving Social responsibility Other:

INITIAL INITIAL INITIAL INITIAL INTEGRATED (all areas)

Assessment methods Includes a single assessment method, does not take into account learning diversities and does not measure learning outcomes.

Includes more than one assessment method but supports a relatively limited range of learning diversities, and measures learning outcomes to a certain degree.

Multiple assessment methods, allowing richness in learning styles and testing performance and measuring learning outcomes.

PARTIAL PARTIAL PARTIAL PARTIAL INTEGRATED

Globally informed content items

Offering limited perspectives.

Includes a few ‘add on’ items to add different

perspectives.

Enriched with multiple perspectives and topics towards cultivating a global mindset.

INTEGRATED INTEGRATED INTEGRATED INTEGRATED INTEGRATED

Integration of teaching technologies

None / negligent / used as substitution for ‘pen and paper’.

To some extent but does not necessarily enhance learning.

Used creatively, integrated to stimulate learning in different ways.

INTEGRATED INTEGRATED PARTIAL PARTIAL INTEGRATED

English Medium Instruction

Not specified / Few source materials introduced in English.

Syllabus, presentations and source materials mostly in English but lectures are delivered in local language.

Syllabus, presentations, source materials, assessment and lectures delivered in English.

INTEGRATED INTEGRATED INTEGRATED INTEGRATED INTEGRATED

Overall approach to internationalisation of the curriculum

Non existent / fragmented

An ‘add-on’ approach / not consistent / not

comprehensive

Cascaded comprehensively throughout the syllabus.

PARTIAL PARTIAL PARTIAL PARTIAL INTEGRATED

The document analysis shows that for most of the syllabi examined, course objectives were partially internationalised and included for the most part, a general reference to

international and global capabilities expected to be achieved by the end of the course.

Intended learning outcomes for all documents followed Bologna guidelines and were

comprehensively formulated, reflecting a strong learner centered approach. Internationalised learning outcomes, however, were not formulated at all except for one syllabus. The

exception was the syllabus of the English for Internationalisation Purposes (EIP) course, which reflects the conscious and intentional attention dedicated by the team of developers to formulating internationalised learning outcomes in areas of knowledge, communication, problem solving and technology. As for student assessment methods, all syllabi documents featured more than one assessment method, but those are generally limited to the traditional

‘pen and paper’ testing. Once more, the exception is the international course, were multiple assessments approaches are used, and students’ competencies are evaluated through a

selection of various media. The only concern is this case may be the need to address students who are less technologically savvy. Content items were generally found to be diverse, rich and offering multiple perspectives. They therefore received the ‘integrated’ evaluation. The syllabi documents also reflected the fact that teaching technologies were integrated in all the courses examined, but except for the international course, it was not clear from the

documents how they enhanced learning or implemented with a clear techno-pedagogical approach. Since these syllabi documents are designed for English language classes, English medium instruction is a standard requirement. Nevertheless, teachers sometimes report that they occasionally need to use Hebrew in order to clarify instructional content. Overall, most documents were evaluated as ‘partially internationalised’. These findings are discussed in relation to the thematic analysis of the interview data in the following section.