Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs

Authors

DOI:

https://doi.org/10.14198/raei.2021.34.07

Keywords:

EMI, CLIL, bilingual teaching, monitoring, language awareness

Abstract

The implementation of a bilingual teaching program requires a series of actions concerning methodological training and language support for both teachers and students. The Bilingual Education Program at Escuela Superior de Ingeniería (School of Engineering, University of Cádiz, Spain) was approved by the Board of the School in 2014 with the aim of developing English-Spanish CLIL-based bilingual curricula for the various Bachelor degrees offered. Amongst the measures taken to implement the program, teacher training has been a priority, with monitoring being an essential part. Monitoring sessions have now been carried out for more than six academic years and have a double objective: gathering the teachers’ perceptions and beliefs regarding their role as EMI teachers and providing them with feedback as to their practice through class observation in order to fine-tune future language development and methodology programs. The goal of this paper is to show that monitoring sessions may serve as a valid tool for assessing the impact of in-service training on bilingual teaching. The results show that teachers have experienced remarkable progress by incorporating language awareness into their practice as EMI teachers, thus contributing to improve the language level of both their students and themselves, and by applying specific didactic strategies to make the learning process more dynamic, participatory, stimulating and creative.

References

AGUILAR, Marta. 2017. "Engineering lecturers' views on CLIL and EMI". International Journal of Bilingual Education and Bilingualism 20: 722-735. https://doi.org/10.1080/13670050.2015.1073664

AIREY, John. 2012. "'I don't teach language.' The linguistic attitudes of physics lecturers in Sweden." AILA Review 25, 64-79. https://doi.org/10.1075/aila.25.05air

ALONSO, Esmeralda, Jesús Grisaleña, and Alejandro Campo. 2008. Plurilingual education in secondary schools: Analysis of results. International CLIL Research Journal 1: 36-49.

BAZO, Plácido, Aurora Centellas, Emma Dafouz, Alberto Fernández, Dolores González and Víctor Pavón. 2017. Documento Marco de Política Lingüística para la Internacionalización del Sistema Universitario Español. CRUE Universidades Españolas.

BOLETÍN OFICIAL DE LA UNIVERSIDAD DE CÁDIZ (BOUCA). 2014. Documento de Política Lingüística de la Universidad de Cádiz. Boletín Oficial de la Universidad de Cádiz, nº 171: 92-105.

BOLETÍN OFICIAL DE LA UNIVERSIDAD DE CÁDIZ (BOUCA). 2018. Plan de Impulso de la oferta académica en lenguas extranjeras de la Universidad de Cádiz (2018-2022). Boletín Oficial de la Universidad de Cádiz, nº 247: 130-146.

CABEZAS CABELLO, José Manuel. 2010. "A SWOT analysis of the Andalusian plurilingualism promotion plan (APPP)". In Pérez Cañado 2010, 83-91.

CARROL, K.S. and C.M. Mazak. 2017. Translanguaging in Higher Education: Beyond Monolingual Ideologies. Bristol: United Kingdom: Multilingual Matters.

CONTERO, Candela. 2020. "CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University." In Sánchez-Pérez 2020, 257-273. https://doi.org/10.4018/978-1-7998-2318-6.ch012

CONTERO, Candela. 2018. "The Key Role of Foreign Language Teachers in Content and Language Integrated Learning at University Level". The International Journal of Learning in Higher Education, 25, 2, 7-16. CUMMINS, Jim. 2008. "BICS and CALP: Empirical and Theoretical Status of the Distinction". In Street and Hornberger 2008, 71-83.

CZURA, Ana, Katarzyna Papaja and Magdalena Urbaniak. 2009. "Bilingual education and the emergence of CLIL in Poland." In Marsh et al. 2009, 172-178.

DALE, Liz and Rosie Tanner. (2015). CLIL Activities. A resource for subject and language teachers. Cambridge: Cambridge UP.

DOIZ, Aintzane, David Lasagabaster and Juan Manuel Sierra. 2011. "Internationalisation, Multilingualism and English-Medium Instruction." World Englishes 30: 345-359. https://doi.org/10.1111/j.1467-971X.2011.01718.x

DOIZ, Aintzane. 2014. "CLIL and motivation: the effect of individual and contextual variables", The Language Learning Journal 42: 209-224. https://doi.org/10.1080/09571736.2014.889508

DOIZ, Aintzane and David Lasagabaster. 2017. "Teachers' beliefs about translanguaging practices." In Mazak and Carroll, eds. 2017, 343-345.

DOIZ, Aintzane, David Lasagabaster, Víctor Pavón. 2020. The integration of language and content in English-Medium Instruction courses: Lecturers beliefs and practices. Iberia 38: 151-176.

DÖRNYEI, Zoltán. 2001. Motivational Strategies in the Language Classroom. Cambridge: Cambridge UP. https://doi.org/10.1017/CBO9780511667343

DURÁN-MARTÍNEZ, Ramiro and Fernando Beltrán-Llavador. 2016. A regional assessment of bilingual programmes in primary and secondary schools: The teachers' views. Porta Linguarum 25: 79-92. https://doi.org/10.30827/Digibug.53890

EUROPEAN UNION. 2006. Key Competences for Lifelong Learning - A European Reference Framework, Official Journal of the European Union, L394, Vol.49, 10ff.

EUROPEAN UNION. 2018. Council Recommendations on Key Competences for Lifelong Learning - A EUROPEAN REFERENCE FRAMEWORK, Official Journal of the European Union, C189/1: 1-13.

EUROPEAN UNION (EU). 2019. Key Competences for Lifelong Learning. Edited by the European Union (EU). Luxembourg: Publications Office of the European Union.

FERNÁNDEZ, Raquel and Ana Halbach. 2011. "Analysing the situation of teachers in the Madrid autonomous community bilingual project". In Ruiz De Zarobe et al. 2011, 103-127.

FOX, Tim, Shona MacLeod, Marcus Chandler and Elizabeth Kwaw. 2017. Report on a literature review of reforms related to the 2006 European Framework of Key Competences for lifelong learning and the role of the Framework in these reforms. Luxembourg: Publications Office of the European Union.

GÁZQUEZ LINARES, José Jesús, María del Mar Molero Jurado, Ana Belén Barragán Martín, María del Mar Simón Márquez, África Martos Martínez, José Gabriel Soriano Sánchez, Nieves Fátima Oropesa Ruiz, eds. 2019. Innovación Docente e Investigación en Arte y Humanidades. Madrid: Dykinson, S.L.

JOHNSON, Matthew. 2012. "Bilingual Degree Teachers' Beliefs. A Case Study in a Tertiary Setting". Pulso 35: 49-74.

JULIÁN-DE-VEGA, Concepción and Javier Ávila-López. 2018. "Políticas lingüísticas europeas y españolas: el camino hacia el cambio en la educación terciaria." Porta Linguarum. Monográfico III: 17-30. https://doi.org/10.30827/Digibug.54158

LASAGABASTER, David. 2011. "English achievement and student motivation in CLIL and EFL settings." Innovation in Language Learning and Teaching 5(1): 3-18. https://doi.org/10.1080/17501229.2010.519030

LASAGABASTER, David. 2013. "The use of the L1 in CLIL classes. The teachers' perspective." Latin American Journal of Content and Language Integrated Learning 6(2): 1-21. https://doi.org/10.5294/laclil.2013.6.2.1

LLINARES, Ana and Amanda Mendikoetxea. 2020. "Enhancing Interactional Competence in EMI: Teacher Reflective Practices", in Sánchez-Pérez (ed) 2020, 87 -105. https://doi.org/10.4018/978-1-7998-2318-6.ch005

LORENZO, Francisco, Sonia Casal and Pat Moore. 2009. "The effects of content and language integrated learning in European education: key findings from the Andalusian bilingual sections evaluation project". Applied Linguistics 31(3): 1-25. https://doi.org/10.1093/applin/amp041

MARSH, David, Peeter Mehisto, Dieter Wolff, Rosa Aliaga, Tuula Asikainen, María Jesús Frigols-Martín, Sue Hughes and Gisella Langé, eds. 2009. CLIL practice: Perspectives from the field. Jyväskylä, Finland: University of Jyväskylä.

MCCONNELL-MOROYE, Christy and Benjamin C. Ingman. 2018. "Ecologically minded teaching". Environmental Education Research 24(8): 1128-1142. https://doi.org/10.1080/13504622.2017.1387767

PAVÓN, Víctor. 2010. "The introduction of multilingual teaching in Andalusia: heading towards a newly proposed methodology." Journal of Border Educational Research 8(1): 31-42.

PAVÓN, Víctor and Fernando Rubio. 2010. "Teachers' Concerns and Uncertainties about the Introduction of CLIL Programmes." Porta Linguarum 14: 45-58. http://hdl.handle.net/10272/6790.

PÉREZ-CAÑADO, María Luisa. 2014. "Teacher training needs for bilingual education: In-service teacher perceptions." International Journal of Bilingual Education and Bilingualism 19(3): 1-30. https://doi.org/10.1080/13670050.2014.980778

PÉREZ-CAÑADO, María Luisa. ed. 2010. Proceedings of the 23rd GRETA convention. Jaén, Spain: Joxman.

PÉREZ-CAÑADO, María Luisa. 2016. "Are teachers ready for CLIL? Evidence from a European study." European Journal of Teacher Education 39: 202-221. https://doi.org/10.1080/02619768.2016.1138104

RAMOS-GARCÍA, Ana M. 2013. "Higher Education Bilingual Programmes in Spain." Porta Linguarum 19: 101-111. https://doi.org/10.30827/Digibug.29632

RAMOS-GARCÍA, Ana M. and Víctor Pavón. 2018. "The linguistic internationalization of higher education: A study on the presence of language policies and bilingual studies in Spanish universities." Porta Linguarum. Monográfico 3: 1-45. https://doi.org/10.30827/Digibug.29632

REIERSTAM, Helen and Liss Kerstin Sylvén. 2019. "Assessment in CLIL." In Sylvén 2019, 59-75. https://doi.org/10.21832/9781788922425-008

RUBIO-ALCALÁ, Fernando D. and Sara Mallorquín. 2020. "Teacher Training Competences and Subsequent Training Design for Higher Education Plurilingual Programs." In Sánchez-Pérez, ed. 2020, 41-61. https://doi.org/10.4018/978-1-7998-2318-6.ch003

RUBIO-CUENCA, Francisco. 2019. "La innovación educativa en los programas de educación bilingüe de la Universidad de Cádiz". In Gázquez Linares et al. 2019, 56, 629-640.

RUBIO-CUENCA, Francisco. 2014. Líneas Directrices del Programa Bi/Plurilingüe de la Escuela Superior de Ingeniería de Cádiz. Cádiz: Universidad de Cádiz. URL: https://esingenieria.uca.es/internacional/plan-plurilingue/.

RUBIO-CUENCA, Francisco. 2012. "Communication as a Teaching/Learning Strategy in Bilingual Education." Journal of Siberian Federal University. Humanities & Social Sciences 12: 1781-1789.

RUBIO-CUENCA, Francisco and Pat Moore. 2018. "Teacher Attitudes to Language in University Bilingual Education." Porta Linguarum, Monográfico III: 89-102. https://doi.org/10.30827/Digibug.54303

RUBIO-CUENCA, Francisco and Juan José Domínguez. 2016. "El programa de enseñanza bilingüe de la Escuela Superior de Ingeniería: Aspectos organizativos, estructurales y metodológicos." Actas de las Jornadas de Innovación Docente de la Universidad de Cádiz, 78-82. Cádiz: Servicio de Publicaciones de la UCA.

RUIZ DE ZAROBE, Yolanda, Juan Manuel Sierra and Francisco Gallardo Del Puerto, eds. 2011. Content and foreign language integrated learning. Contributions to multilingualism in European contexts. Frankfurt-am-Main, Germany: Peter Lang. https://doi.org/10.3726/978-3-0351-0171-3

SÁNCHEZ-GARCÍA, Davinia. 2018. "Teacher Questioning: Exploring Student Interaction and Cognitive Engagement in Spanish and EMI University Lecturers." Porta Linguarum, Monográfico III: 103-120. https://doi.org/10.30827/Digibug.54304

SÁNCHEZ-PÉREZ, María del Mar. 2020. Teacher Training for English-Medium Instruction in Higher Education. Hershey, Pennsylvania: IGI Global. https://doi.org/10.4018/978-1-7998-2318-6

SÁNCHEZ-PÉREZ, María del Mar and M. Sagrario Salaberri. 2017. "Implementing plurilingualism in higher education: Teacher training needs and plan evaluation." Porta Linguarum. Monográfico II: 139-156. https://doi.org/10.30827/Digibug.54118

SYLVÉN, Liss Kerstin, ed. 2019. Investigating Content and Language Integrated Learning. Insights from Swedish Schools. Bristol, United Kingdom: Multilingual Matters. https://doi.org/10.21832/9781788922425

STORCH, Neomy and Gillian Wigglesworth. 2003. "Is there a role for the use of the L1 in an L2 setting?" TESOL Quarterly 4: 760-770. https://doi.org/10.2307/3588224

STREET, Brian and Nancy H. Hornberger, eds. 2008. Encyclopedia of Language and Education, 2nd Edition, Volume 2: Literacy. New York: Springer Science + Business Media.

TURHAN, Burcu and Yasemin Kirgöz. 2018. "Motivation of engineering students and lecturers toward English medium instruction at tertiary level in Turkey." Journal of Language and Linguistic Studies 14(1): 261-277.

WILKINSON, Robert and Vera Zegers. 2006. "The eclectic nature of assessment issues in content and language integrated higher education." In Wilkinson, Zegers and Leeuwen, eds. 2006, 25-42.

WILKINSON, Robert, Vera Zegers and Charles van Leeuwen. 2006. Bridging the Assessment Gap in English-Medium Higher Education. Bochum, The Netherlands: AKS-Verlag.

ZAYAS MARTÍNEZ, Francisco and José Luís Estrada Chichón. 2020. "EMI at Tertiary Level in Spain: Perspectives from a Medium-Sized University." In Sánchez-Pérez 2020, 232-256. https://doi.org/10.4018/978-1-7998-2318-6.ch011

Downloads

Statistics

Statistics RUA

Published

29-01-2021

How to Cite

Rubio-Cuenca, Francisco, and María Dolores Perea-Barberá. 2021. “Monitoring EMI Teachers to Assess Their Progress in University Bilingual Programs”. Alicante Journal of English Studies / Revista Alicantina De Estudios Ingleses, no. 34 (January):131-57. https://doi.org/10.14198/raei.2021.34.07.