• MARCELO RUDOLFO CALVETE GASPAR Escola Superior de Tecnologia, Instituto Politécnico de Castelo Branco, Campus da Talagueira, Avenida do Empresário, 6000-767 Castelo Branco
  • MÓNICA MARTINS DE ANDRADE RÉGIO Escola Superior de Tecnologia, Instituto Politécnico de Castelo Branco, Campus da Talagueira, Avenida do Empresário, 6000-767 Castelo Branco
  • MARIA MARGARIDA AFONSO DE PASSOS MORGADO Escola Superior de Tecnologia, Instituto Politécnico de Castelo Branco, Campus da Talagueira, Avenida do Empresário, 6000-767 Castelo Branco
Keywords: Industrial Engineering, Manufacturing Processes, Engineering Education, Collaborative Learning, CLIL


Lean and Green manufacturing processes aim at achieving lower material and labour costs, while reducing impacts on the environment, and promoting sustainability as a whole. This paper reports on a pilot experiment with higher education and engineering students, exploring the full potential of a collaborative approach on courses integrating the Portuguese Polytechnic of Castelo Branco engineering studies curricula, while simultaneously improving their proficiency in English. Content and Language Integrated Learning (CLIL) has become a key area of curricular innovation since it is known for improving both language and content teacher and student motivation. In this context, instructional design for CLIL entailed tandem work of content (engineering) and language (English) teacher to design learning sequences and strategies. This allowed students to improve not only their language skills in English but also their knowledge in the specific engineering domain content on green and lean manufacturing processes.


1. Agudo, J. E., Sánchez, H., Rico, M., Hernández-Linares, R., Domínguez, E. (2013). Assessment of Transversal Competences through Social Networks. Procedia - Social and Behavioral Sciences, 93, 1187–1189. Retreived from: https://doi.org/10.1016/j.sbspro.2013.10.013.
2. Candel-Mora, M. Á. (2015). Attitudes towards Intercultural Communicative Competence of English for Specific Purposes Students. Procedia - Social and Behavioral Sciences, 178, 26–31. Retreived from: https://doi.org/10.1016/j.sbspro.2015.03.141
3. Carrió-Pastor, M. L., Skorczynska, H. (2015). Collaborative Learning and Communication Technologies in Teaching Business English. Procedia - Social and Behavioral Sciences, 178 (November 2014), 32–37. Retreived from: https://doi.org/10.1016/j.sbspro.2015.03.142
4. Coyle, D., Holmes, B., King, L. (2009). Towards an integrated curriculum – CLIL National Statement and Guidelines. Retrieved from http://www.rachelhawkes.com/PandT/CLIL/CLILnationalstatementandguidelines.pdf
5. de Hei, M., Strijbos, J.-W., Sjoer, E., Admiraal, W. (2016). Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework. Educational Research Review, 18, 33–45. Retreived from: https://doi.org/10.1016/j.edurev.2016.01.001
6. Duţă, N., Martínez-Rivera, O. (2015). Between Theory and Practice: The Importance of ICT in Higher Education as a Tool for Collaborative Learning. Procedia - Social and Behavioral Sciences, 180 (November 2014), 1466–1473. Retreived from: https://doi.org/10.1016/j.sbspro.2015.02.294
7. Fercoq, A., Lamouri, S., Carbone, V. (2016). Lean/Green integration focused on waste reduction techniques. Journal of Cleaner Production, 137, 567–578. Retreived from: https://doi.org/10.1016/j.jclepro.2016.07.107
8. Friend, M. (2011). Some Approaches to Co-Teaching. Liberty University Student Teaching Handbook, 2010–2012.
9. Fu, X., Guo, M., Zhanwen, N. (2017). Applying the green Embedded lean production model in developing countries: A case study of china. Environmental Development. Retreived from: https://doi.org/10.1016/j.envdev.2017.02.004
10. Greinacher, S., Moser, E., Hermann, H., Lanza, G. (2015). Simulation Based Assessment of Lean and Green Strategies in Manufacturing Systems. Procedia CIRP, 29, 86–91. Retreived from: https://doi.org/10.1016/j.procir.2015.02.053
11. Hilda Cecilia Martínez, L., Javier, C.-A. (2016). Towards lean for sustainability: Understanding the interrelationships between lean and sustainability from a systems thinking perspective. Journal of Cleaner Production, 142, 4384–4402. Retreived from: https://doi.org/10.1016/j.jclepro.2016.11.132
12. Janssen, J., Kirschner, F., Erkens, G., Kirschner, P. A., Paas, F. (2010). Making the black box of collaborative learning transparent: Combining process-oriented and cognitive load approaches. Educational Psychology Review, 22(2), 139–154. Retreived from: https://doi.org/10.1007/s10648-010-9131-x
13. Hartnett, J., Weed, R., McCoy, A., Theiss, D. Nickens, N. (2013). Co-teaching: A New Partnership During Student Teaching. SRATE Journal, 23(1), 5–12.
14. Karjalainen, K., Pörn, M., Rusk, F., Björkskog, L. (2013). Classroom tandem - Outlining a model for language learning and instruction. International Electronic Journal of Elementary Education, 6(1), 165–184.
15. Marsh, D. (2008). Language Awareness and CLIL. Encyclopedia of Language and Education, 2nd Edition, Volume 6: Knowledge about Language, 6, 233–246. Retreived from: https://doi.org/10.1007/978-0-387-30424-3_152
16. Morgado, M., Coelho, M., Rieiro, M. del C. A., Albuquerque, A., Silva, M. M. da, Chorão, G., … Chumbo, I. (2014). CLIL Training Guide: Creating a CLIL Learning Community in Higher Education. Town and Publisher.
17. Mulder, K. F. (2016). Strategic competences for concrete action towards sustainability: An oxymoron? Engineering education for a sustainable future. Renewable and Sustainable Energy Reviews, 68, 1106–1111. Retreived from: https://doi.org/10.1016/j.rser.2016.03.038
18. Roschelle, J. (1992). Learning by Collaborating: Convergent Conceptual Change. Journal of the Learning Sciences, 2(3), 235–276. Retreived from: https://doi.org/10.1207/s15327809jls0203_1
19. Roschelle, J., Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. Computer Supported Collaborative Learning, Vol. 21, Issue 3 (1995), 69-97. Retreived from: https://doi.org/10.1007/978-3-642-85098-1_5
20. Salaber, J. (2014). Facilitating student engagement and collaboration in a large postgraduate course using wiki-based activities. International Journal of Management Education, 12(2), 115–126. Retreived from: https://doi.org/10.1016/j.ijme.2014.03.006
21. Teasley, S. D. (1993). Constructing a Joint Problem Space : The Computer as a Tool for Sharing Knowledge. In: S. P. Lajoie & S. J. Derry (Eds.), Computers as Cognitive Tools (pp. 229–258). Town and Publisher.
How to Cite
CALVETE GASPAR, M. R., MARTINS DE ANDRADE RÉGIO, M., & AFONSO DE PASSOS MORGADO, M. M. (2017, September 25). LEAN-GREEN MANUFACTURING: COLLABORATIVE CONTENT AND LANGUAGE INTEGRATED LEARNING IN HIGHER EDUCATION AND ENGINEERING COURSES. Journal of Education Culture and Society, 7(2), 208-217. Retrieved from https://jecs.pl/index.php/jecs/article/view/10.15503.jecs20172.208.217