EMI and the Teaching of Cultural Studies in Higher Education: A Study Case.
Main Article Content
Abstract
This paper examines students’ perspectives on the challenges raised by their first encounter with EMI pedagogy in higher education. The research was conducted with a group of beginner students with no previous experience in monolingual instruction in English. The case studied is based on two English Cultural Studies subject courses of the English Studies Program at a Spanish university and taught in a learning environment of total linguistic immersion. By activating their metacognitive and metalinguistic awareness, students were encouraged to take ownership of the stages of their learning process and assess it critically. Set at the intersection of EFL, ESP, and EAP, the specificities of these courses comprising linguistic and non-linguistic contents shed light on the teaching procedures employed in English Departments training programs, whose goals are to turn undergraduates into expert linguists and philologists and maximise their communicative proficiency in academic English.
Downloads
Download data is not yet available.
Article Details
How to Cite
Gómez Calderón, M. J. . (2021). EMI and the Teaching of Cultural Studies in Higher Education: A Study Case . Language Value, 14(2), 87–113. https://doi.org/10.6035/languagev.6130
Section
Articles
References
Aguilar, M., and R. Rodríguez (2012). Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism, 15(2), 133-197.
Álvarez-Gil, F.J. (2021). Essential Framework for Planning CLIL Lessons and Teachers’ Attitudes Toward the Methodology. In M. L. Carrió-Pastor & and B. Bellés-Fortuño,, (Eds.), Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches (pp.315-338).Cham: Palgrave-Macmillan.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Ballester-Roca, J. & Spaliviero, C. (2021). CLIL and Literary Education: Teaching foreign languages and literarute from an intercultural Perspective- The results of a case study. In M.L Carrió-Pastor & and B. Bellés-Fortuño, (Eds.), Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches (pp.225-251). Cham: Palgrave-Macmillan.
Bazo, P., González, D., Centellas, A., Dafouz, E., Fernández, A. & Pavón, V. (2017). Linguistic policy for the internationalization of the Spanish university system: A framework document. Madrid: CRUE.
Bloom, B., Engelhart, M.D., Furst, E. J., Hill, W.H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Longman.
Carrió-Pastor, M. L. (Ed.). (2020). Internationalising learning in higher education: The challenges of English as a medium of instruction. London: Palgrave Macmillan.
Carrió-Pastor, M. L., & Bellés-Fortuño, B. (Eds.) (2021). Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches Cham: Palgrave-Macmillan.
Dafouz, E. & Núñez, (2009). CLIL in higher education: Devising a new learning landscape. In E. Dafouz, & M. Guerrini, (Eds.), CLIL across education levels: Opportunities for all (pp.101-112). Madrid: Richmond-Santillana.
Dafouz, E., & Camacho-Miñano, M. M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57–67.
Doiz, A., Lasagabaster, D. & Sierra J. M. (Eds.) (2013). English-Medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters.
Duraisingh, L.D. (2021) Promoting engagement, understanding and critical awareness: Tapping the potential of peer-to-peer student-centered learning experiences in the humanities and beyond. In S. Hoidn & M. Klemenčič (Eds.) The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education (pp.123-138). London: Routledge.
Eurydice Report (2017). European Commission/EACEA/Eurydice. Key data on teaching languages at schools in Europe -2017 edition. Luxembourg: Publication Office of the European Union.
Fortanet-Gómez, I., & Räisänen, C. A. (Eds.) (2008). ESP in European Higher Education: Integrating language and content. Amsterdam: John Benjamins.
Jiménez-Muñoz, A. (2016). Content and Language: The Impact of Pedagogical Designs on Academic Performance within Tertiary English as a Medium of Instruction. Porta Linguarum, Monográfico I, 111-125.
Macaro, E., Curle, S. Pun, J. An, J. & Dearden, J. (2018). A systematic review of English Instruction in Higher Education. Language Teaching, 51(1), 36-76.
Martín del Pozo, M. (2015). Teacher education for content and language integrated learning: Insights from a current European debate. Revista electrónica universitaria de formación del profesorado 18, 153-168.
Monterrey, T. (2003). Los estudios ingleses en España (1900-1950): Legislación curricular. Atlantis, 25(1) 63-80.
Muñoz, C. (2001). The use of the target language as the medium of instruction: University students’ perceptions. Anuari de Filologia, XXIII A 10: 71-82.
Muñoz, C. (2006). Age and foreign language learning rate. Clevedon: Multilingual Matters.
Sancho-Esper, F., Ruiz-Moreno, F., Rodríguez-Sánchez, C., & Turino, F. (2016). Percepción del profesorado y alumnado sobre la docencia en inglés: Aplicación AICLE en la UA. In M. Tortosa, S. Grau, S, & J.D. Álvarez, (Eds.) Investigación, Innovación y Enseñanza universitaria: Enfoques pluridisciplinares (pp.353-368). Alicante: Universidad de Alicante.
Santoyo, J.C., & Guardia, P. (1982). Treinta años de Filología Inglesa en la universidad española. Madrid: Alhambra.
Álvarez-Gil, F.J. (2021). Essential Framework for Planning CLIL Lessons and Teachers’ Attitudes Toward the Methodology. In M. L. Carrió-Pastor & and B. Bellés-Fortuño,, (Eds.), Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches (pp.315-338).Cham: Palgrave-Macmillan.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Ballester-Roca, J. & Spaliviero, C. (2021). CLIL and Literary Education: Teaching foreign languages and literarute from an intercultural Perspective- The results of a case study. In M.L Carrió-Pastor & and B. Bellés-Fortuño, (Eds.), Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches (pp.225-251). Cham: Palgrave-Macmillan.
Bazo, P., González, D., Centellas, A., Dafouz, E., Fernández, A. & Pavón, V. (2017). Linguistic policy for the internationalization of the Spanish university system: A framework document. Madrid: CRUE.
Bloom, B., Engelhart, M.D., Furst, E. J., Hill, W.H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Longman.
Carrió-Pastor, M. L. (Ed.). (2020). Internationalising learning in higher education: The challenges of English as a medium of instruction. London: Palgrave Macmillan.
Carrió-Pastor, M. L., & Bellés-Fortuño, B. (Eds.) (2021). Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches Cham: Palgrave-Macmillan.
Dafouz, E. & Núñez, (2009). CLIL in higher education: Devising a new learning landscape. In E. Dafouz, & M. Guerrini, (Eds.), CLIL across education levels: Opportunities for all (pp.101-112). Madrid: Richmond-Santillana.
Dafouz, E., & Camacho-Miñano, M. M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57–67.
Doiz, A., Lasagabaster, D. & Sierra J. M. (Eds.) (2013). English-Medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters.
Duraisingh, L.D. (2021) Promoting engagement, understanding and critical awareness: Tapping the potential of peer-to-peer student-centered learning experiences in the humanities and beyond. In S. Hoidn & M. Klemenčič (Eds.) The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education (pp.123-138). London: Routledge.
Eurydice Report (2017). European Commission/EACEA/Eurydice. Key data on teaching languages at schools in Europe -2017 edition. Luxembourg: Publication Office of the European Union.
Fortanet-Gómez, I., & Räisänen, C. A. (Eds.) (2008). ESP in European Higher Education: Integrating language and content. Amsterdam: John Benjamins.
Jiménez-Muñoz, A. (2016). Content and Language: The Impact of Pedagogical Designs on Academic Performance within Tertiary English as a Medium of Instruction. Porta Linguarum, Monográfico I, 111-125.
Macaro, E., Curle, S. Pun, J. An, J. & Dearden, J. (2018). A systematic review of English Instruction in Higher Education. Language Teaching, 51(1), 36-76.
Martín del Pozo, M. (2015). Teacher education for content and language integrated learning: Insights from a current European debate. Revista electrónica universitaria de formación del profesorado 18, 153-168.
Monterrey, T. (2003). Los estudios ingleses en España (1900-1950): Legislación curricular. Atlantis, 25(1) 63-80.
Muñoz, C. (2001). The use of the target language as the medium of instruction: University students’ perceptions. Anuari de Filologia, XXIII A 10: 71-82.
Muñoz, C. (2006). Age and foreign language learning rate. Clevedon: Multilingual Matters.
Sancho-Esper, F., Ruiz-Moreno, F., Rodríguez-Sánchez, C., & Turino, F. (2016). Percepción del profesorado y alumnado sobre la docencia en inglés: Aplicación AICLE en la UA. In M. Tortosa, S. Grau, S, & J.D. Álvarez, (Eds.) Investigación, Innovación y Enseñanza universitaria: Enfoques pluridisciplinares (pp.353-368). Alicante: Universidad de Alicante.
Santoyo, J.C., & Guardia, P. (1982). Treinta años de Filología Inglesa en la universidad española. Madrid: Alhambra.