Abstract:

In the last decades, mastery of a second language has become an essential element to face competitiveness in an increasingly globalized world. Therefore, content and language integrated learning (CLIL) encourages the learning of foreign languages because they used them as vehicular language rather than teaching them as an independent subject. According to Ardila (2012), the advantages of applying this teaching methodology are: improvement of mental flexibility; development of cognitive functions related to attention; use of better cognitive strategies in solving problems; and a greater ability of communication. However, this technique has the following challenges: to achieve that the levels of curricular competence are similar to the same programs taught in the mother tongue of the students, to obtain that the students acquire a high academic performance in the linguistic areas and in the academic activities; and promote the development of positive attitudes and behaviours toward other cultures among their students (Howard et al., 2003).

Taking into account the advantages derived from teaching in a second language, the subject Strategic Management of University of Cadiz (Spain) has been taught in English during four years. The syllabus of the subject is composed of the following parts: concept of strategy, creation of value, stakeholders and values of the company, analysis of the environment and sector, analysis of resources and capabilities of the company, nature and sources of competitive advantage, cost advantage, differentiation advantages, and strategies based on the characteristics of the industry. The teaching methodology followed in this subject for the theoretical sessions has been based on master classes and puzzle technique. In the practical sessions, the students in groups analysed cases of real firms. The learning outcomes that were achieved with this subject were the development of teamwork and broad communication skills in a foreign language, the increase of mental flexibility and their capacity to solve problems.

In order to analyse if the students in bilingual subject have achieved similar curricular competences to those that attended to the same program in their mother tongue, this study aims to compare the academic results obtained by students of both programs.

Keywords:

CLIL, bilingual teaching, management education, communication skills, mental flexibility.