EMI and Intercultural Competence at University of Alcalá: The case of the Master's Degree in Teacher Training
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L’ús de l’anglés per a l’ensenyament d’assignatures diferents a l’anglés està molt estés en les institucions d’educació superior europees. La Universidad de Alcalá porta dècades treballant en la implantació de l’anglés com a mitjà d’instrucció (EMI). El procés d’internacionalització explica l’augment del nombre d’estudis, tant de grau com de postgrau, impartits en anglés. La resposta dels estudiants internacionals ha estat positiva, i han considerat a la Universidad de Alcalà com una de les destinacions preferides. La interacció dels estudiants locals i estrangers posa de relleu la necessitat de sensibilitzar cap a la competència intercultural com a part del Màster de Formació del Professorat, per a que els alumnes se senten còmodes en una llengua i cultures diferents i contrubuïsquen significativament no sols al mercat laboral sinó també al diàleg i la convivència. En este article, els autors detallen com implementar-ho en una assignatura en concret d’este màster: Formació Complementària en Estudis Anglesos.
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De la Cruz Cabanillas, I., & Tejedor-Martínez, C. (2021). EMI and Intercultural Competence at University of Alcalá: The case of the Master’s Degree in Teacher Training. Language Value, 14(2), 1–23. https://doi.org/10.6035/languagev.6118
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Referències
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Ammon, U. & McConnell, G. (2002). English as an academic language in Europe: A survey of its use in teaching. (DuisburgerArbeiten zur Sprach- und Kulturwissenschaft 48). Peter Lang.
Bocanegra-Valle, A. (2015). La competencia intercultural en los manuales de texto con fines específicos a través de la evaluación de sus indicadores y niveles de dominio. Cuadernos de Filología Francesa, 26, 29-43.
Byram, M., B. Gribkova & Starkey, H. (2002). Developing the Intercultural Dimension in Language Teaching. A Practical Introduction for Teachers. Council of Europe.
Cenoz, J. & Valencia, J. F. (1996). Las peticiones: una comparación entre hablantes europeos y americanos. In J. Cenoz, J. & J. F. Valencia. (Eds.). La competencia pragmática: elementos lingüísticos y psicosociales (pp.225-238). Servicio Editorial de la Universidad del País Vasco.
Coleman, J. (2006). English–medium teaching in European higher education. Language Teaching, 39, 1-14.
Coleman, H. (2011). Developing countries and the English language: Rhetoric, risks, roles and recommendations. In H. Coleman (Ed.). Dreams and realities: Developing countries and the English language (pp.9-22). British Council.
Coperías-Aguilar, M. J. (2010). Intercultural communicative competence as a tool for autonomous learning. Revista Canaria de Estudios Ingleses, 61, 87-98.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press. http://www.coe.int or http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp
Council of Europe (2014). Developing intercultural competence through education. Council of Europe Pestalozzi Series, No. 3. Council of Europe Publishing.
De Bartolo, A. M. (2019). A Preliminary Exploration of Teachers’ Attitudes towards Intercultural Communication through ELF. EL.LE, 8(3), 611-634. DOI 10.30687/ELLE/2280-6792/2019/03/006.
Doiz, A., Lasagabaster, D. & Sierra, J. M. (Eds.). (2013). English-Medium Instruction at Universities. Global Challenges. Multilingual Matters.
European Commission (2012). Special Eurobarometer 386: Europeans and languages – a report. http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf
Ferguson, C. A. (1981). Foreword to the First Edition, in Kachru, B. (Ed.) (1996). The Other Tongue. English across Cultures (pp.xiii-xvii). Oxford University Press, 2nd edn.
Fernández-Agüero, M. & Garrote, M. (2019). ‘It’s not my intercultural competence, it’s me.’ The intercultural identity of prospective foreign language teachers. Educar, 55(1), 159-182.
Franco-Aixelá, J. (1996). Culture-specific items in translation. In R. Álvarez & M. C-A. Vidal (Eds.). Translation, power, subversion (pp.52-78). Multilingual Matters.
Gómez-Rodríguez, L. F. (2015). The cultural content in EFL textbooks and what teachers need to do about it. Profile: Issues in teachers’ professional development, 17(2), 167-187. https://doi.org/10.15446/profile.v17n2.44272
Kling, J. (2019). TIRF language education in review: English as a medium of instruction. TIRF & Laureate International Universities.
Kachru, B. B. (1985). Standards, Codification and Sociolinguistic Realism: the English Language in the Outer Circle. In R. Quirk & H. G. Widdowson (Eds.). English in the World: Teaching and Learning the Language and Literatures (pp.11-30). Cambridge University Press.
Kachru, B. B. (Ed.). (1996). The Other Tongue. English across Cultures. Oxford University Press. 2nd edn.
Kramsch, C. (2014). Language and Culture in Second Language Learning. In F. Sharifian (Ed.). The Routledge Handbook of Language and Culture (pp.403-416). Routledge.
Lasagabaster, D. & Doiz, A. (2021). Introduction: Foregrounding language Issues in English-Medium Instructions Courses. In D. Lasagabaster & A. Doiz (Eds.). Language Use in English-Medium Instruction at University. International Perspectives on Teacher Practice (pp.1-8). Routledge.
Lussier, D. (2007). Theoretical bases of a conceptual framework with reference to intercultural communicative competence, Journal of Applied Linguistics, 4(3), 309 –332.
Macaro, E. (2018). English Medium Instruction. Oxford University Press.
Moran, P. (2001). Teaching Culture. Boston.
Pavón-Vázquez, V. & Ellison, M. (2021). Implementing EMI in higher education: language use, language research and professional development. In D. Lasagabaster & A. Doiz (Eds.). Language Use in English-Medium Instruction at University. International Perspectives on Teacher Practice (pp.193-207). Routledge.
Reid, E. (2015). Techniques developing intercultural communicative competences in English language lessons. Procedia - Social and Behavioral Sciences, 186, 939-943.
Schmidt-Unterberger, B. (2018). The English-medium paradigm: a conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism, 21(5), 527-539.
Shohamy, E. (2013). A critical perspective on the use of English as a Medium of Instruction at Universities. In A. Doiz, D. Lasagabaster & J. M. Sierra (Eds.). English-Medium Instruction at Universities. Global Challenges (pp.196-210). Multilingual Matters.
Tamtam, A. G., Gallagher, F., Olabi, A. G. & Naher, S. (2012). A comparative study of the implementation of EMI in Europe, Asia and Africa. Procedia - Social and Behavioral Sciences, 47, 1417 – 1425.
Vu, N. & Burns, A. (2014). English as a Medium of Instruction: Challenges for Vietnamese Tertiary Lecturers. The Journal of ASIA TEFL, 11(3), 1-31.
Weng, Q. (2016). Teaching culture(s) in English as a lingua franca in Asia: Dilemma and solution, Journal of English as a Lingua Franca, 5(1), 155-177. DOI:10.1515/jelf-2016-0008.
Ammon, U. & McConnell, G. (2002). English as an academic language in Europe: A survey of its use in teaching. (DuisburgerArbeiten zur Sprach- und Kulturwissenschaft 48). Peter Lang.
Bocanegra-Valle, A. (2015). La competencia intercultural en los manuales de texto con fines específicos a través de la evaluación de sus indicadores y niveles de dominio. Cuadernos de Filología Francesa, 26, 29-43.
Byram, M., B. Gribkova & Starkey, H. (2002). Developing the Intercultural Dimension in Language Teaching. A Practical Introduction for Teachers. Council of Europe.
Cenoz, J. & Valencia, J. F. (1996). Las peticiones: una comparación entre hablantes europeos y americanos. In J. Cenoz, J. & J. F. Valencia. (Eds.). La competencia pragmática: elementos lingüísticos y psicosociales (pp.225-238). Servicio Editorial de la Universidad del País Vasco.
Coleman, J. (2006). English–medium teaching in European higher education. Language Teaching, 39, 1-14.
Coleman, H. (2011). Developing countries and the English language: Rhetoric, risks, roles and recommendations. In H. Coleman (Ed.). Dreams and realities: Developing countries and the English language (pp.9-22). British Council.
Coperías-Aguilar, M. J. (2010). Intercultural communicative competence as a tool for autonomous learning. Revista Canaria de Estudios Ingleses, 61, 87-98.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press. http://www.coe.int or http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp
Council of Europe (2014). Developing intercultural competence through education. Council of Europe Pestalozzi Series, No. 3. Council of Europe Publishing.
De Bartolo, A. M. (2019). A Preliminary Exploration of Teachers’ Attitudes towards Intercultural Communication through ELF. EL.LE, 8(3), 611-634. DOI 10.30687/ELLE/2280-6792/2019/03/006.
Doiz, A., Lasagabaster, D. & Sierra, J. M. (Eds.). (2013). English-Medium Instruction at Universities. Global Challenges. Multilingual Matters.
European Commission (2012). Special Eurobarometer 386: Europeans and languages – a report. http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf
Ferguson, C. A. (1981). Foreword to the First Edition, in Kachru, B. (Ed.) (1996). The Other Tongue. English across Cultures (pp.xiii-xvii). Oxford University Press, 2nd edn.
Fernández-Agüero, M. & Garrote, M. (2019). ‘It’s not my intercultural competence, it’s me.’ The intercultural identity of prospective foreign language teachers. Educar, 55(1), 159-182.
Franco-Aixelá, J. (1996). Culture-specific items in translation. In R. Álvarez & M. C-A. Vidal (Eds.). Translation, power, subversion (pp.52-78). Multilingual Matters.
Gómez-Rodríguez, L. F. (2015). The cultural content in EFL textbooks and what teachers need to do about it. Profile: Issues in teachers’ professional development, 17(2), 167-187. https://doi.org/10.15446/profile.v17n2.44272
Kling, J. (2019). TIRF language education in review: English as a medium of instruction. TIRF & Laureate International Universities.
Kachru, B. B. (1985). Standards, Codification and Sociolinguistic Realism: the English Language in the Outer Circle. In R. Quirk & H. G. Widdowson (Eds.). English in the World: Teaching and Learning the Language and Literatures (pp.11-30). Cambridge University Press.
Kachru, B. B. (Ed.). (1996). The Other Tongue. English across Cultures. Oxford University Press. 2nd edn.
Kramsch, C. (2014). Language and Culture in Second Language Learning. In F. Sharifian (Ed.). The Routledge Handbook of Language and Culture (pp.403-416). Routledge.
Lasagabaster, D. & Doiz, A. (2021). Introduction: Foregrounding language Issues in English-Medium Instructions Courses. In D. Lasagabaster & A. Doiz (Eds.). Language Use in English-Medium Instruction at University. International Perspectives on Teacher Practice (pp.1-8). Routledge.
Lussier, D. (2007). Theoretical bases of a conceptual framework with reference to intercultural communicative competence, Journal of Applied Linguistics, 4(3), 309 –332.
Macaro, E. (2018). English Medium Instruction. Oxford University Press.
Moran, P. (2001). Teaching Culture. Boston.
Pavón-Vázquez, V. & Ellison, M. (2021). Implementing EMI in higher education: language use, language research and professional development. In D. Lasagabaster & A. Doiz (Eds.). Language Use in English-Medium Instruction at University. International Perspectives on Teacher Practice (pp.193-207). Routledge.
Reid, E. (2015). Techniques developing intercultural communicative competences in English language lessons. Procedia - Social and Behavioral Sciences, 186, 939-943.
Schmidt-Unterberger, B. (2018). The English-medium paradigm: a conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism, 21(5), 527-539.
Shohamy, E. (2013). A critical perspective on the use of English as a Medium of Instruction at Universities. In A. Doiz, D. Lasagabaster & J. M. Sierra (Eds.). English-Medium Instruction at Universities. Global Challenges (pp.196-210). Multilingual Matters.
Tamtam, A. G., Gallagher, F., Olabi, A. G. & Naher, S. (2012). A comparative study of the implementation of EMI in Europe, Asia and Africa. Procedia - Social and Behavioral Sciences, 47, 1417 – 1425.
Vu, N. & Burns, A. (2014). English as a Medium of Instruction: Challenges for Vietnamese Tertiary Lecturers. The Journal of ASIA TEFL, 11(3), 1-31.
Weng, Q. (2016). Teaching culture(s) in English as a lingua franca in Asia: Dilemma and solution, Journal of English as a Lingua Franca, 5(1), 155-177. DOI:10.1515/jelf-2016-0008.