This study reports on a pilot implementation of Content and Language Integrated Learning (CLIL) at a Spanish university. In order to find out how both lecturers and students perceived their experience, several interviews and meetings took place with lecturers, and an open-ended questionnaire was passed to students. The meetings and interviews with lecturers yielded important information about their satisfaction. It was found out that lecturers were mostly interested in practising and improving their English spoken fluency, they did not feel that the quality of their teaching had been sacrificed, they had not included any question on language learning in their assessment and they showed great reluctance to receiving any CLIL methodological training. As to students' reactions, analysis of their questionnaires revealed that most of them found the experience positive. Their self-reported perceived gains unanimously point to the specialised vocabulary they have learnt and, in the second place, to an improvement of their listening and speaking skills. The most outstanding negative aspect they found is lecturers’ insufficient level of English. CLIL training specially adapted to university teachers is necessary so that lecturers can overcome their reluctance to a methodological training and thereby the potential of CLIL is realised.
"Finally, Aguilar and Rodríguez (2012) analyse the perception of lecturers and students engaged in CLIL at university. Regarding teacher satisfaction, the information collected shows that lecturers are interested in improving their spoken English fluency. "
[Show abstract][Hide abstract] ABSTRACT: This paper analyses teacher satisfaction in the case of lecturers engaged in the so-called " bilingual programmes " at the University of Oviedo, an institution which offers subjects taught entirely in English in several study plans. The research relies on quantita-tive and descriptive methodology covering 74 lecturers (almost the entire population being studied) and establishes the strengths and weaknesses of this approach based on their experi-ences teaching through the medium of English. The conclusions of the study provide lines of optimization and propose improvements for the implementation of bilingual programmes in similar contexts. Satisfacción del profesorado en la implementación de programas bilingües en una uni-versidad española RESUMEN: Este artículo analiza el grado de satisfacción de los docentes que participan en los llamados " programas bilingües " de la Universidad de Oviedo mediante los que se ofre-cen asignaturas de diferentes titulaciones en inglés. El estudio se basa en una metodología cuantitativa y descriptiva que vincula a 74 profesores (prácticamente la población de refe-rencia), y plantea los puntos fuertes y débiles que se derivan de su experiencia en la impar-tición de docencia en inglés. Las conclusiones de esta investigación proporcionan líneas de optimización así como propuestas de mejora en lo referente a la implantación de programas bilingües en contextos similares. Palabras clave: programas bilingües, educación superior, satisfacción del profesorado, mul-tilingüismo, universidades españolas
Porta Linguarum 01/2015; 23(23). · 0.06 Impact Factor
"The study showed that less proficient students obtained higher gains in listening and grammar skills than more proficient ones. This evidence is also in line with university students' self-perception of improvement in listening comprehension, as suggested in other studies (Aguilar & Rodríguez, 2012; Dafouz et al., 2007b; Muñoz, 2001). What remains to be answered is whether there might be a correlation between lecturers' proficiency and higher level students' improvement in the foreign language. "
Cross-Curricular Approaches to Language Education, 01/2015: chapter 15: pages 289-304; Cambridge Scholars.
"The lack of facility with English was found to compel faculty and students to use various coping strategies, for example, adopting a transmissionoriented pedagogy (Webb 2002), avoiding asking/answering questions (Airey 2011), and resorting to one's first language (Airey and Linder 2006). Third, although a number of studies (e.g., Aguilar and Rodríguez 2012; Bryan and Habte-Gabr 2008; Park 2007) found no negative effect of EMI on disciplinary learning, detrimental effects on content mastery were reported in other studies (e.g., Hellekjaer 2010; Vinke 1995; Webb 2002). Finally, apart from the inconclusive findings reviewed above, a growing body of research (e.g., Costa and Coleman 2013; Cots 2013; Hu 2009; Piller and Cho 2013; Wilkinson 2013) has pointed to educational inequalities arising from or exacerbated by EMI. "
[Show abstract][Hide abstract] ABSTRACT: With the relentless internationalization and marketization of higher education in the past decades, English has been increasingly adopted as a medium of instruction at universities across the world. Recent research, however, has shown that despite its various optimistically envisioned goals, English-medium instruction (EMI) is not without problems in practice. This article reports a case study of an EMI Business Administration program for undergraduate students at a major university of finance and economy in mainland China. Informed by Spolsky's language policy framework, the study made a critical analysis of national/institutional policy statements and interviews with professors and students to uncover EMI-related language ideologies, language practices, and language management mechanisms. Findings evinced a complex interplay of these three constitutive components of language policy in the focal EMI program and revealed considerable misalignment between policy intentions and actual practices in the classroom. These findings raise concerns about the quality and consequences of EMI in Chinese higher education. The article concludes with recommendations for further research on EMI policies and practices in China.
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