EMI and the Teaching of Cultural Studies in Higher Education: A Study Case.
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Resum
Este article analitza les perspectives dels estudiants sobre els reptes que planteja el primer contacte amb la metodologia pedagògica que utilitza l’anglès com a mitjà d’instrucció en l’ensenyament superior. La investigació es va realitzar amb un grup d’estudiants que no han tingut experiència previa amb l’ensenyament monolingüe en anglès. El cas que s’estudia es basa en dos assignatures d’Estudis Culturals Anglesos del Programa d’Estudis Anglesos d’una universitat espanyola i s’impartix en un entorn d’immersió lingüística total. Es va animar els estudiants a prendre responsabilitat del seu procés d’aprenentatge activant la seua consciència metacognitiva i metalingüística, així com a avaluar-lo críticament. En un punt intermedi entre l’anglés com a llengua estrangera (EFL), l’anglés per a fins específics (ESP) i l’anglés amb fins acadèmics (EAP), les especificitats d’estos cursos que inclouen contingut lingüístic i no lingüístic aclareixen els procediments pedagògics utilitzats pels cursos de formació dels departaments d’Estudis Anglesos, objectius dels quals és convertir els estudiants de grau en lingüistes i filòlegs experts i maximitzar la seua competència comunicativa en l’anglés acadèmic.
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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
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Referències
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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.
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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.
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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.