TEMPUS CORINTHIAM

180Guide of Good Practices TEMPUS CORINTHIAMand 2 doctoral programmes. There are also 14 specific courses (San Jorge Universitydelivers its own minor degree programmes) all of them are part of 5 schools or collegesand 3 transversal (work across the whole university) institutes:• School of Communication Sciences: Degrees in Journalism, Public Relations,Audiovisual Communication, Translation and Intercultural Communication,and a double degree in Journalism and Audiovisual Communication• School of Health Sciences: Degrees in Pharmacy, Nursing, Physiotherapyand Sport Sciences• School of Computer Engineering: Degree in Computer Engineering• School of Architecture: Degree in Architecture• College of Leadership and Administration. Degree in Business Administration• Institute of Environment and Sustainability• Institute of Modern Languages (IML)• Institute of Humanism & Society (IHS)The three transversal institutes have different aims and play different roles in the university.I am going to focus on those that play a key role towards the implementationof an IaH policy in the near future.The Institute of Modern Languages (IML)The IML is in charge of all the foreign languages that are taught in San Jorge. Englishis the compulsory language for all the degree programmemes. IML is also responsiblefor the implementation of Content Language Integrated Learning (CLIL) as aninnovative project, which started in 2008. The CLIL project goes hand in hand withthe language policy that was approved in 2009 and in which all students upon graduationshould have acquired a B2 English level according to the Language Frameworkestablished by the EHEA. The CLIL project started with an analysis of the faculty’sEnglish level. Once the level was established, they were assigned a CLIL instructorwith whom they work on weekly or bi-weekly basis. In the second year of the projectit was decided to analyse all degree courses. It was also decided where to introduceone ECTS (25 hours of class work) which means introducing reading, writing andlistening activities in English in regular/normal classes, not language classes (Harris& Bruton, 2010).Currently, 18.9% of faculty works with a CLIL instructor in order to not only implementEnglish in their courses to a certain degree, but also to improve the methodologyused in class as well as to internationalise their courses and research. In other words,to bring a global perspective into the courses where CLIL is being implemented.The IML also collaborates with the International Student Office, with level tests for