English as a Medium of Instruction in Learning Professional Skills for Engineers
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Abstract
In this article, we reflect on the variables to be considered when teaching in English a subject of the bachelor’s degree of Computer Engineering: “Learning Professional Skills for Engineers”. In order to make this study, we start from an analysis of the recent history of teaching in English at university level and the institutional context in which it happens. Three research questions are posed, with the intent to check what minimum conditions must be met to be able to teach this subject in English. The results lead us to conclude that the option of English as a Medium of Instruction (EMI) is not the appropriate one, taking into account both the linguistic and didactic training of the teaching staff and the language accreditation of the students. However, it is feasible to opt for the Integrating Content and Language in Higher Education (ICLHE) option.
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How to Cite
Peñate Sanchéz, A. . (2021). English as a Medium of Instruction in Learning Professional Skills for Engineers. Language Value, 14(2), 24–44. https://doi.org/10.6035/languagev.6121
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References
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Norwegian Ministry of Education and Research (2007). European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. [26/04/2020].
Pavón Vázquez, V. & Gaustad, M. (2013). Designing bilingual programmes for higher education in Spain: organisational, curricular and methodological decisions. International CLIL Research Journal, 2(1), 82-94.
Penate, M. & Boylan, G. (2005). The effect of interactional adjustments on the overall comprehension of spoken texts: a case study. JALT Journal, 2, 187-207.
Ramos García, A.M. (2013). Higher Education Bilingual Programmes in Spain. Porta Linguarum, 19, 101-111.
Wilkinson, R. (2004). Integrating Content and Language. Meeting the Challenge of a Multilingual Higher Education. Maastricht: Maastricht University.
Wilkinson, R. & Zegers, V. (2008). Realizing content and language integration in higher education. Maastricht: Maastricht University.
Airey, J. (2004). Can you teach it in English? Aspects of the language choice debate in Swedish higher education. In R. Wilkinson (ed.), Integrating content and language. Meeting the challenge of a multilingual higher education (pp. 97-108). Maastricht: Maastricht University.
Airey, J. (2012). “I don’t teach language”. The linguistic attitudes of physics lectures in Sweden. AILA Review, 25, 64-79.
Airey, J. & Linder, C. (2006). Language and the experience of learning university physics in Sweden. European Journal of Physics, 27, 553-560.
Airey, J. & Linder, C. (2008). Bilingual scientific literacy? The use of English in Swedish University Science courses. Nordic Journal of English Studies, 7(3), 145-161.
Airey, J., Lauridsen, K.M., Räsänen, A., Salö, L. & Schwach, V. (2015). The expansion of English-medium instruction in the Nordic countries. Can top-down university language policies encourage bottom-up disciplinary literacy goals? Higher Education. The International Journal of Higher Education Research (pp. 1-20). < DOI 10.1007/s10734-015-9950-2 > [03/05/2020].
Ammon, U. & McConnell, G. (2002). English as an academic language in Europe: A survey of its use in teaching. Bern: Peter Lang.
Bazo, P. & González, D. (coordinators) (2017). Linguistic Policy for the Internationalisation of the Spanish University System: A framework document. CRUE Universidades Españolas.
Berg, E.C., Hult, F.M. & King, K.A. (2001). Shaping the climate for language shift? English in Sweden’s elite domains. World Englishes, 20(3), 305-319.
Bjorkman, B. (2001). ‘So where we are?’ Spoken lingua franca English at a technical university in Sweden. English Todat, 24(2), 35-41.
Cenoz, J. (2010). El inglés como lengua de instrucción en la Universidad: nuevas tecnologías y multimodalidad. Ikastaria. Cuadernos de Educación, 17, 25-38.
Coleman, J.A. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1-14.
Costa, F. (2012). Focus on form in ICLHE lectures in Italy. Evidence from English-medium science lectures by native speakers of Italian. AILA Review, 25, 30-47.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Dafouz, E. & Smit, U. (2012). Integrating content and language in higher education. An introduction to English-medium policies, conceptual issues and research practices across Europe. AILA Review, 25, 1-12.
Dafouz, E. & Smit, U. (2016). Towards a dynamic conceptual framework for English-Medium education in multilingual university settings. Applied Linguistics, 37(3), 397-415.
Doiz, A., Lasagabaster, D. & Sierra, J.M. (2011). Internationalisation, multilingualism and English-medium instruction. World Englishes, 30(3), 345-359.
Doiz A., Lasagabaster, D. & Sierra, J.M. (2013). English-medium Instruction at Universities: Global Changes. Bristol: Multilingual Matters.
European Commission (2013). European Higher Education in the World.
Fernández-Costales, A. & González-Riaño, X.A. (2015). Teacher satisfaction concerning the implementation of bilingual programmes in s Spanish university. Porta Linguarum, 23, 93-108.
Fortanet-Gómez, I. (2012). Academics’ beliefs about language use and proficiency in Spanish multilingual higher education. AILA Review, 25, 48-63.
Gómez López, A., Solaz Portolés, J.J., Sanjosé López, V. (2014). Competencia en lengua inglesa de estudiantes universitarios españoles en el contexto del EEES: nivel de dominio lingüístico, estrategias metacognitivas y hábitos lectores. Revista de Educación, 363, 154-183.
Halbach, A., Lázaro Lafuente, A. & Pérez Guerra, J. (2013). La lengua inglesa en la nueva universidad española del EEES. Revista de Educación, 362, 105-132.
Huntley, S. & Peñate, M (2003). Specific reading at an advanced level: linguistic or strategic competence? IBÉRICA – Revista de la Asociación Europea de Lenguas para Fines Específicos, 5, 87-100
Klaassen, R.G. & Bos, M. (2010). English language screening for scientific staff at Delft University of Technology. Hermes – Journal of Language and Communication Studies, 45, 61-75.
Martín del Pozo, M.A. (2013). Formación del profesorado universitario para la docencia en inglés. Revista de Docencia Universitaria, 11(3), 197-218.
Ministerio de Educación, Cultura y Deportes (2015). Estrategia para la Internacionalización de las Universidades Españolas: 2015-2020. Madrid: Secretaría General de Universidades.
Morell Moll, T., Alesón Carbonell, M., Belda Medina, J.R., Bell Kruse, D. Escabias Lloret, P., Finestrat Martínez, I., Palazón Speckenz, M., Stoll-Dougall, P., Whitehead Cambra, D. & Martínez-Espinosa, R.M. (2015). La enseñanza de contenidos en inglés en el proceso de internacionalización de la Universidad de Alicante. In J.D. Álvarez Teruel, M. T. Tortosa Ybañez & N. Pellin Buades (Eds.), Investigación y Propuestas Innovadoras de Redes UA para la Mejora Docente (pp. 2097–2114). Alicante: Universidad de Alicante
Norwegian Ministry of Education and Research (2007). European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process.
Pavón Vázquez, V. & Gaustad, M. (2013). Designing bilingual programmes for higher education in Spain: organisational, curricular and methodological decisions. International CLIL Research Journal, 2(1), 82-94.
Penate, M. & Boylan, G. (2005). The effect of interactional adjustments on the overall comprehension of spoken texts: a case study. JALT Journal, 2, 187-207.
Ramos García, A.M. (2013). Higher Education Bilingual Programmes in Spain. Porta Linguarum, 19, 101-111.
Wilkinson, R. (2004). Integrating Content and Language. Meeting the Challenge of a Multilingual Higher Education. Maastricht: Maastricht University.
Wilkinson, R. & Zegers, V. (2008). Realizing content and language integration in higher education. Maastricht: Maastricht University.