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The present paper aims at providing an insight into the benefits that content and language integrated learning (CLIL) can bring to the teaching of business English in higher education, given the place of the English language in the European Union and the competitive advantages it offers on the international labour market. The first part of the paper puts emphasis on some historical facts related to CLIL, presents the EU position with respect to this teaching approach and introduces its characteristics. The second part shows how, in the absence of the dual-focus CLIL, this methodology can be adapted and successfully integrated in business English classes, by applying the four elements of the CLIL conceptual framework: content, communication, culture and cognition. [ABSTRACT FROM AUTHOR]

The purpose of the present paper is to offer an overview of the language policies proposed by the Council of Europe and the European Commission and implemented at European level over the last decades. In this context, reference is going to be made to the language competences that students are expected to have at the end of the cycles of education, with emphasis on higher education, as well as to teaching methods which have proven to be particularly efficient as regards languages for specific purposes. [ABSTRACT FROM AUTHOR]

The present paper focuses on teaching business English at university level, given the place of the English language in the European Union and the general objective to have a common European higher education area. The paper is divided into four parts: the first part presents some aspects related to foreign languages in Europe and the advantages they offer on an increasingly dynamic labour market, the second part gives an overview of business English in some Romanian and European universities offering programmes of study in economics, the third part makes reference to the competences that students in economics should develop during their undergraduate and graduate studies and to the challenges involved, while the last part presents some conclusions. [ABSTRACT FROM AUTHOR]

The present paper aims at giving an overview of the particular features of teaching English to students in tourism, a field which has seen a considerable development over the recent period. The paper is divided into four parts: the first part offers an introduction to the importance of English in this field and an overall presentation of the target population; the second part focuses on the four categories of competences that teachers should develop during the foreign language class; the third part makes reference to the teaching materials to be used with a view to enhancing students' language proficiency; the last part presents some possible challenges language teachers and their students have to cope with to successfully accomplish the learning objectives. [ABSTRACT FROM AUTHOR]