Recursos bilingües usados en clases en inglés como medio de instrucción El papel que juega la L1 en las asignaturas impartidas en ingl´és como medio de instrucción.
Contenido principal del artículo
Resumen
El inglés se utiliza cada vez más como lengua franca (ELF) para las actividades académicas en las instituciones de educación superior españolas. La noción de ELF se está redefiniendo ahora incluyendo en su conceptualización una naturaleza multilingüe de la comunicación (Jenkins, 2015). Esta concepción es de interés para los investigadores en inglés como medio de instrucción (EMI). Por tanto, este artículo da cuenta de un estudio que se centra en los recursos multilingües más utilizados por profesores para lograr una buena comprensión en los cursos de EMI de la Universidad de Zaragoza. Los considera parte del comportamiento pragmático y estratégico de los participantes. El corpus del estudio consta de 14 horas de clases grabadas en audio en dos disciplinas diferentes que han sido analizadas desde un enfoque discursivo-pragmático, incluyendo métodos tanto cualitativos como cuantitativos. El análisis de los datos revela que los profesores utilizan sus recursos multilingües, principalmente su propia lengua materna, como una estrategia pragmática que les permite alcanzar diversos objetivos conversacionales, como aclarar el significado.
Descargas
Los datos de descargas todavía no están disponibles.
Detalles del artículo
Cómo citar
Velilla Sánchez, M. A. (2021). Recursos bilingües usados en clases en inglés como medio de instrucción : El papel que juega la L1 en las asignaturas impartidas en ingl´és como medio de instrucción. Language Value, 14(2), 45–67. https://doi.org/10.6035/languagev.6122
Sección
Artículos
Citas
Ball, P., Kelly, K. & Clegg. J. (2015). Putting CLIL into Practice. Oxford, England: OUP.
Björkman, B. (2011a). Pragmatic Strategies in English as an Academic Lingua Franca: Ways of Achieving Communicative Effectiveness. Journal of Pragmatics, 43, 950-964.
Björkman, B. (2011b). English as a lingua franca in higher education: Implications for EAP. Ibérica. Special Issue on EAP in Parallel-language and ELF Settings, 79-100.
Blommaert, J. Collins, J., & Slembrouck. S. (2005). Spaces of Multilingualism. Language & Communication 25(3), 197-216 DOI: 10.1016/j.langcom.2005.05.002
British Council/TEPAV. (2015). The state of English in higher education in Turkey: A baseline study. Retrieved January 2016, from The British Council Web site: http://www.urapcenter.org/2016/he_baseline_study_book_web_-_son.pdf
Dearden, J. (2016). English medium Instruction: A Growing Global Phenomenon. British Council. University of Oxford.
Canagarajah, S. (2011). The plurilingual tradition and the English language in South Asia. In Lim, L & Low, E. (Eds.), Multilingual, Globalizing Asia: Implications for policy and education (pp. 5-22). John Benjamins Publishing Company.
Cogo, A. (2009). Accommodating difference in ELF conversations: A study of pragmatic strategies. In A. Mauranen, A. and E. Ranta (Eds.), English as a Lingua Franca: Studies and Findings (pp. 254-273). Newcastle Upon Tyne: Cambridge Scholars Publishing.
Cogo, A. (2010). Strategic use and Perceptions of English as a lingua franca”. Poznań Studies in Contemporary Linguistics, 46(3), 295-312.
Cogo, A. (2012). ELF and super-diversity: A case study of ELF multilingual practices from a business context. Journal of English as a Lingua Franca, 2(2), 287-313.
Firth, A. & Wagner, J. (1997). On discourse, communication and (some) fundamental concepts in SLA research. The Modern Language Journal 81, 285‒300. García, O. (2009). Bilingual Education in the 21st Century. Oxford: Wiley-Blackwell.
Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning. England: Heinemann.
Gotti, M. (2014). Explanatory strategies in university courses taught in ELF. Journal of English as a Lingua Franca 3(2), 337- 361.
Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45, 271-308. doi:10.1017/S0261444812000067
Hülmbauer, C. (2007). ‘You moved, aren’t?’ –The relationship between lexicogrammatical correctness and communicative effectiveness in English as a lingua franca. VIEWS, 16 (2), 3-35. Retrieved from http://www.univie.ac.at/Anglistik/Views_0702.pdf (9 January 2008).
Hülmbauer, C. (2009). We don’t take the right way. We just take the way that we think you will understand’ –The shifting relationship between correctness and effectiveness in ELF. In Mauranen, A. and E. Ranta (eds.). English as Lingua Franca. Studies and Findings (pp. 323-347). Newcastle: Cambridge Scholars Publishing.
Hülmbauer, C. (2009). We don’t take the right way. We just take the way that we think you will understand’ –The shifting relationship between correctness and effectiveness in ELF. In Mauranen, A. and E. Ranta (eds.). English as Lingua Franca. Studies and Findings (pp. 323-347). Newcastle: Cambridge Scholars Publishing.
Hyland, K. (2002). Authority and invisibility: authorial identity in academic writing. Journal of Pragmatics 34, 1091-1112.
Lanvers, U. & Hultgren, A. (2018). The Englishisation of European education: Foreword. European Journal of Language Policy 10, (pp. 1-11).
Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: Exploring “optimal” use. In M. Turnbull & J. Dailey–O’Cain (Eds.), First Language Use in Second and Foreign Language Learning, (pp. 35-49). Bristol, UK: Multilingual Matters.
Macaro, E. (2018). English Medium Instruction. Content and language in policy and practice. Oxford: Oxford University Press.
Macaro, E., Curle, S., Pun, J. & Dearden, J. (2018). A systematic review of English médium instruction in higher education. Language Teaching, 51(1), 36-76. Doi:10.1017/S0261444817000350.
Jenkins, J. (2014). English as a lingua Franca in the International University: The politics of academic language policy. Routledge: London and New York.
Jenkins, J. (2015). Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2(3), 49-85.
Klimpfinger, T. (2009). She’s mixing the two languages together’ - Forms and functions of code-switching in English as a Lingua Franca. In: Mauranen, A. and E. Ranta (eds.). English as Lingua Franca. Studies and Findings. (pp. 348-371). Newcastle: Cambridge Scholars Publishing.
Luzón, M J. (2016). Features of ELF interactions in travel blogs: Travelers doing interactional work. Iberica, 31, 127-148.
Pennycook, A. (2010). The future of Englishes: one, many or none? In Kirkpatrick, A. (ed.) The Routledge Handbook of World Englishes. London: Routledge.
Pitzl, M. (2005). Non-understanding in English as a lingua franca: examples from a business context. Vienna English Working Papers, 14(2), 50-71.
Pitzl, M. (2010). English as a lingua franca in international business: Resolving miscommunication and reaching shared understanding. Saarbrucken: VDM Verlag Dr. Muller.
Prodromou, L. (2008). English as a Lingua Franca: A Corpus-Based Analysis. Continuum. Applied Linguistics 29 (3), 521-524.
Rogerson-Revell, P. (2008). Participation and performance in international business meetings. English for Specific Purposes 27, 339-360.
Seidlhofer, B. (2009c). Orientations in ELF research: form and function. In A. Mauranen & E. Ranta (eds.) English as a Lingua Franca: Studies and Findings (pp. 37-60) Newcastle upon Tyne: Cambridge Scholars Publishing.
Smit, U. (2010). English as a Lingua Franca in Higher Education: A longitudinal Study of Classroom Discourse. Berlin/New York: De Gruyter Mouton.
Vettorel, P. (2014). English as a lingua franca in wider networking. Bloging practices. Berlin: De Gruyter Mouton.
Björkman, B. (2011a). Pragmatic Strategies in English as an Academic Lingua Franca: Ways of Achieving Communicative Effectiveness. Journal of Pragmatics, 43, 950-964.
Björkman, B. (2011b). English as a lingua franca in higher education: Implications for EAP. Ibérica. Special Issue on EAP in Parallel-language and ELF Settings, 79-100.
Blommaert, J. Collins, J., & Slembrouck. S. (2005). Spaces of Multilingualism. Language & Communication 25(3), 197-216 DOI: 10.1016/j.langcom.2005.05.002
British Council/TEPAV. (2015). The state of English in higher education in Turkey: A baseline study. Retrieved January 2016, from The British Council Web site: http://www.urapcenter.org/2016/he_baseline_study_book_web_-_son.pdf
Dearden, J. (2016). English medium Instruction: A Growing Global Phenomenon. British Council. University of Oxford.
Canagarajah, S. (2011). The plurilingual tradition and the English language in South Asia. In Lim, L & Low, E. (Eds.), Multilingual, Globalizing Asia: Implications for policy and education (pp. 5-22). John Benjamins Publishing Company.
Cogo, A. (2009). Accommodating difference in ELF conversations: A study of pragmatic strategies. In A. Mauranen, A. and E. Ranta (Eds.), English as a Lingua Franca: Studies and Findings (pp. 254-273). Newcastle Upon Tyne: Cambridge Scholars Publishing.
Cogo, A. (2010). Strategic use and Perceptions of English as a lingua franca”. Poznań Studies in Contemporary Linguistics, 46(3), 295-312.
Cogo, A. (2012). ELF and super-diversity: A case study of ELF multilingual practices from a business context. Journal of English as a Lingua Franca, 2(2), 287-313.
Firth, A. & Wagner, J. (1997). On discourse, communication and (some) fundamental concepts in SLA research. The Modern Language Journal 81, 285‒300. García, O. (2009). Bilingual Education in the 21st Century. Oxford: Wiley-Blackwell.
Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning. England: Heinemann.
Gotti, M. (2014). Explanatory strategies in university courses taught in ELF. Journal of English as a Lingua Franca 3(2), 337- 361.
Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45, 271-308. doi:10.1017/S0261444812000067
Hülmbauer, C. (2007). ‘You moved, aren’t?’ –The relationship between lexicogrammatical correctness and communicative effectiveness in English as a lingua franca. VIEWS, 16 (2), 3-35. Retrieved from http://www.univie.ac.at/Anglistik/Views_0702.pdf (9 January 2008).
Hülmbauer, C. (2009). We don’t take the right way. We just take the way that we think you will understand’ –The shifting relationship between correctness and effectiveness in ELF. In Mauranen, A. and E. Ranta (eds.). English as Lingua Franca. Studies and Findings (pp. 323-347). Newcastle: Cambridge Scholars Publishing.
Hülmbauer, C. (2009). We don’t take the right way. We just take the way that we think you will understand’ –The shifting relationship between correctness and effectiveness in ELF. In Mauranen, A. and E. Ranta (eds.). English as Lingua Franca. Studies and Findings (pp. 323-347). Newcastle: Cambridge Scholars Publishing.
Hyland, K. (2002). Authority and invisibility: authorial identity in academic writing. Journal of Pragmatics 34, 1091-1112.
Lanvers, U. & Hultgren, A. (2018). The Englishisation of European education: Foreword. European Journal of Language Policy 10, (pp. 1-11).
Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: Exploring “optimal” use. In M. Turnbull & J. Dailey–O’Cain (Eds.), First Language Use in Second and Foreign Language Learning, (pp. 35-49). Bristol, UK: Multilingual Matters.
Macaro, E. (2018). English Medium Instruction. Content and language in policy and practice. Oxford: Oxford University Press.
Macaro, E., Curle, S., Pun, J. & Dearden, J. (2018). A systematic review of English médium instruction in higher education. Language Teaching, 51(1), 36-76. Doi:10.1017/S0261444817000350.
Jenkins, J. (2014). English as a lingua Franca in the International University: The politics of academic language policy. Routledge: London and New York.
Jenkins, J. (2015). Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2(3), 49-85.
Klimpfinger, T. (2009). She’s mixing the two languages together’ - Forms and functions of code-switching in English as a Lingua Franca. In: Mauranen, A. and E. Ranta (eds.). English as Lingua Franca. Studies and Findings. (pp. 348-371). Newcastle: Cambridge Scholars Publishing.
Luzón, M J. (2016). Features of ELF interactions in travel blogs: Travelers doing interactional work. Iberica, 31, 127-148.
Pennycook, A. (2010). The future of Englishes: one, many or none? In Kirkpatrick, A. (ed.) The Routledge Handbook of World Englishes. London: Routledge.
Pitzl, M. (2005). Non-understanding in English as a lingua franca: examples from a business context. Vienna English Working Papers, 14(2), 50-71.
Pitzl, M. (2010). English as a lingua franca in international business: Resolving miscommunication and reaching shared understanding. Saarbrucken: VDM Verlag Dr. Muller.
Prodromou, L. (2008). English as a Lingua Franca: A Corpus-Based Analysis. Continuum. Applied Linguistics 29 (3), 521-524.
Rogerson-Revell, P. (2008). Participation and performance in international business meetings. English for Specific Purposes 27, 339-360.
Seidlhofer, B. (2009c). Orientations in ELF research: form and function. In A. Mauranen & E. Ranta (eds.) English as a Lingua Franca: Studies and Findings (pp. 37-60) Newcastle upon Tyne: Cambridge Scholars Publishing.
Smit, U. (2010). English as a Lingua Franca in Higher Education: A longitudinal Study of Classroom Discourse. Berlin/New York: De Gruyter Mouton.
Vettorel, P. (2014). English as a lingua franca in wider networking. Bloging practices. Berlin: De Gruyter Mouton.