Emma Dafouz

Emma Dafouz
Complutense University of Madrid | UCM · Department of English Studies (Language and Literature)

BA, M.Sc Edinburgh University, Ph.D, UCM.

About

83
Publications
87,753
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2,554
Citations
Citations since 2017
36 Research Items
1893 Citations
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Introduction
I am a Full Professor at the Universidad Complutense de Madrid (UCM) where I teach courses in applied linguistics, methodology, discourse analysis and bilingual education/CLIL. Since 2001 I have focused more particularly on English-medium education in multilingual university settings (EMEMUS) and coordinated research groups on this topic funded by Spanish Ministry of Economy. I also served as Policy Advisor for Curricular Internationalization at my university from 2014-2019.
Additional affiliations
January 1998 - present
Complutense University of Madrid
Position
  • Professor

Publications

Publications (83)
Cover Page
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Article
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Reflecting the global push for internationalisation, higher education institutions (HEIs) have experienced a surge in English-medium education in multilingual university settings (EMEMUS). Of the many topics and angles pursued in the equally impressive research landscape, multilingualism has so far received comparatively less attention, especially...
Article
The Introduction to this Special Issue on ELT and English-medium education in multilingual university settings provides a picture of the dynamic backdrop to the issues addressed by our contributing writers. We begin with a reflection on the nature of ELT and then move to a discussion of the specific nature of English-medium education in higher educ...
Article
Full-text available
Reflecting the global push for internationalisation, higher education institutions (HEIs) have experienced a surge in English-medium education in multilingual university settings (EMEMUS). Of the many topics and angles pursued in the equally vast research landscape, multilingualism has so far received comparatively less attention, especially when a...
Article
Full-text available
Framed against the backdrop of internationalization of higher education, this paper argues for the need to cross disciplinary boundaries and build stronger bridges between the domains of English-medium education and ESP/EAP, particularly at a time when English-taught programmes seem to challenge the status quo of ESP professionals. To this end, thi...
Article
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Connected to the growing internationalisation of higher education in the world, the English language is increasingly being used as medium of teaching and learning, thereby contributing to the roles of English for transnational mobility, career development, access to new information and research, and the facilitation of global communication. While t...
Article
Full-text available
Framed against the backdrop of internationalization of higher education, this paper argues for the need to cross disciplinary boundaries and build stronger bridges between the domains of English-medium education and ESP/EAP, particularly at a time when English-taught programmes seem to challenge the status quo of ESP professionals. To this end, thi...
Article
In an increasing context of internationalisation, the European Commission announced in 2019 the creation of the first seventeen 'European Universities' (EUnis), a Pan-European consortium of higher education institutions designed to promote European values, cooperation and identity. Against this backdrop, this paper aims to examine the ways in which...
Article
Full-text available
As a result of the internationalization of higher education across the globe, many programmes in non-Anglophone countries are shifting to English-medium instruction (EMI) to attract international students and staff, develop global skills in the home student body and increase employability (Dafouz and Smit 2020). Against this background, the purpose...
Chapter
This chapter reflects on the development of research in the area of Integrating Content and Language in Higher Education (ICLHE) by outlining the major theoretical and methodological milestones that the field has reached so far. It then goes on to highlight the contributions of the current book to the field with references to the different ICLHE co...
Article
Since the turn of the millennium, the internationalisation process that higher education institutions have engaged in worldwide has resulted in an unprecedented expansion of English-medium study programmes. In this regard, the academic writing produced in such contexts reveals that an increasing amount of student work, from classroom assignments to...
Chapter
Full-text available
Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role...
Chapter
The overall aim of this chapter is to illustrate how English-Medium Education in Multilingual University Settings (EMEMUS) is a dynamic, complex and highly situated phenomenon which comes in different shapes and forms. To explore such diversity, the first part of the chapter offers a selection of case studies from higher education institutions (HEI...
Chapter
With the use of the ROAD-MAPPING framework, this chapter examines managerial and policy concerns in English-medium Education in Multilingual University Settings (EMEMUS). In order to do this, three cases are examined in detail focusing on three different hierarchical levels—namely institutional (at the Universidad Complutense de Madrid), national (...
Chapter
This chapter illustrates the research potential of the ROAD-MAPPING framework as it argues for possibilities of using the framework for investigations into English-medium Education in Multilingual University Settings (EMEMUS). By way of exemplification, two research focal points are foregrounded: participant expectations and evaluations of relevant...
Chapter
This short chapter introduces the topic discussed in the book: the use of English for educational purposes in the internationalised university. Against the backdrop of the unprecedented rise of this phenomenon, paralleled by similarly increasing research activities, we argue for our conceptualisation of English-Medium Education in Multilingual Univ...
Chapter
This chapter offers an updated account of ROAD-MAPPING, our conceptual framework developed to examine English-Medium Education in Multilingual University Settings (EMEMUS) (originally introduced in Dafouz and Smit (Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, 37(3), 39...
Chapter
The concluding chapter picks up on the overarching purpose of the book, namely to offer an understanding of the intricacies, limitations and opportunities of English-Medium Education in Multilingual University Settings (EMEMUS). It emphasises the need for ROAD-MAPPING, a theoretically grounded conceptual framework that allows for in-depth comprehen...
Book
"This is timely and important conceptual work on the use of English for teaching and learning in multilingual higher education contexts. The theoretical and heuristic strength of the ROAD-MAPPING framework ensures methodological rigour and justifiable comparison across different contexts. Higher education managers, administrators and researchers wi...
Chapter
Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role...
Article
In the past decades, and as a result of the internationalisation processes experienced by higher education across the world, English-medium education (EME) has gained momentum in universities where well-established national and/or local languages had traditionally been the means of instruction. While this phenomenon is growing at a fast pace, profe...
Article
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University strategies of internationalisation together with the foundation of the European Area of Higher Education have driven Spanish universities into joining this trend creating the degrees taught in English. The aim of this research is to compare empirically if the students’ learning strategies (meta-cognitive, cognitive and socio-affective) a...
Article
English as a foreign language is no longer the sole object of specialized language classes, but increasingly a medium of university‐level instruction in a range of content areas. This leads to a complex interaction between new academic content and the means of expressing this expertise through appropriate disciplinary language uses. Conceptually, t...
Chapter
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This chapter focuses on English-medium instruction (EMI) as a growing educational phenomenon worldwide and reflects on its possibilities for language awareness.
Article
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With English-medium instruction (EMI) gaining momentum in higher education across the globe, teacher education programmes (TEPs) are being redesigned to equip lecturers with the skills necessary to deal with increasingly international classrooms. While most of these TEPs mainly pursue improving lecturers’ English language proficiency they rarely re...
Chapter
Full-text available
Over the last twenty years, English-medium education in tertiary settings has turned into a global reality, with higher education institutions (HEIs) across the world aiming to become increasingly international. Yet this apparently uniform move towards English-medium instruction comes in such a variety of highly diverse local realisations that, whe...
Article
As higher education institutions (HEIs) across the world strive to become increasingly international, English-medium instruction (EMI) is swiftly becoming mainstream in contexts where English has traditionally held a foreign language status. This change in the language of instruction has given rise to a number of concerns, which are still largely u...
Book
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Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretica...
Article
Full-text available
At a time of increasing internationalization in tertiary education, English-Medium Education in Multilingual University Settings (EMEMUS) has become a common practice. While there is already ample research describing this phenomenon at a local level (Smit and Dafouz 2012a), the theoretical side needs to be elaborated. This article thus aims to deve...
Chapter
Full-text available
Over the last twenty years, English-medium education in tertiary settings has turned into a global reality, with higher education institutions (HEIs) across the world aiming to become increasingly international. Yet this apparently uniform move towards English-medium instruction comes in such a variety of highly diverse local realisations that, whe...
Book
Full-text available
This report summarises the work of the IntlUni Erasmus Academic Network Project 2012-15
Presentation
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Viernes 17 de abril de 2015, 12:00 – 13:30 MR12, Fundación, Salón Actos AESLA 2015 Books of Abstracts PANEL DE SOCIOLINGÜíSTICA Organizadores: Emma Dafouz Milne (UCM) y Pascual Pérez Paredes (UMU) Foro para la reflexión y el debate del eje temático “La educación superior como espacio multilingüe y multicultural” programado dentro del panel de Socio...
Chapter
Full-text available
Although learning through a foreign or additional language in tertiary settings is hardly a new experience, what is definitely novel is the large-scale and fast pace of its implementation in many countries. In the specific case of the European context, with a long tradition of exclusively using the dominant or national language(s) for educational p...
Article
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To quote this article: Dafouz, E. (2015) " Más allá del inglés: La competencia lingüística multi-dimensional como estrategia para la enseñanza en la universidad internacional " en Educación y Futuro (32), 15-34. Más allá del inglés: La competencia lingüística multi-dimensional como estrategia para la enseñanza en la universidad internacional Resume...
Article
At a time of increasing internationalization in tertiary education, English-Medium Education in Multilingual University Settings (EMEMUS) has become a common practice. While there is already ample research describing this phenomenon at a local level (Smit and Dafouz 2012a), the theoretical side needs to be elaborated. This article thus aims to deve...
Article
Full-text available
For years, universities worldwide have offered English-medium degrees as a way to attract international students and staff, enhance their institutional profile and promote multilingualism. In Europe and the European Higher Education Area (EHEA), English-medium instruction (EMI) is more recent, but the dimension and speed of its implementation has o...
Chapter
Full-text available
Although learning through a foreign or additional language in tertiary settings is hardly a new experience, what is definitely novel is the large-scale and fast pace of its implementation in many countries. In the specific case of the European context, with a long tradition of exclusively using the dominant or national language(s) for educational p...
Article
Full-text available
This small-scale study attempts to analyse the role of English as a medium of instruction (EMI) in three different university lectures across disciplines. Following previous research (Crawford Camiciottoli 2004, Dafouz 2011, Dalton-Puffer 2007), the focus is placed on teacher discourse and, more specifically, teacher questions as fundamental tools...
Article
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Each year more than 800 native English-speaking language assistants are brought into Madrid's bilingual/Content and Language Integrated Learning (CLIL) primary schools to assist local teachers and promote students' foreign language and intercultural competence. In spite of these high numbers and the cost to the bilingual programme, no specific guid...
Article
Full-text available
This small-scale study attempts to analyse the role of English as a medium of instruction (EMI) in three different university lectures across disciplines. Following previous research (Crawford Camiciottoli 2004, Dafouz 2011, Dalton-Puffer 2007), the focus is placed on teacher discourse and, more specifically, teacher questions as fundamental tools...
Article
Full-text available
This paper seeks to explore the role that metadiscourse markers play in the construction and attainment of persuasion. In a cross-linguistic perspective, two elite newspapers, the British The Times and the Spanish El País have been chosen, both because of their status and because of the political and rhetorical influence they exert in their respect...
Article
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Since the 1960s, with the influx of a great number of students, both native and non-native, with little experience in formal academic discourse, universities in the English-speaking world have become increasingly aware of the need to offer specific instruction in writing skills. This situation required a clearer definition of what the characteristi...
Article
En: Aula de Innovación Educativa Barcelona 2008, n. 168, enero ; p. 45-48 La inversión en años de estudio del inglés no se corresponde con el nivel global que los alumnos alcanzan en lengua inglesa, aunque los resultados van mejorando, los niveles de competencia lingüística son bastante bajos en relación con otros países europeos., p. 48
Article
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In recent years, many European countries have witnessed a rapid implementation of the CLIL approach at tertiary level. In Spain, although English has been introduced as the language of instruction in some master and doctoral courses, the application of the CLIL approach is still isolated. Similarly, little research has been done into CLIL discursiv...
Article
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This paper reports on the analysis of the spoken production of academic lecturers in a Spanish university context where teaching is conducted through a foreign language (English). Adopting a Systemic Functional Approach (Halliday 1994; 2004) as the theoretical framework, this study explores the discourse that non-native speakers use in their engine...
Chapter
This article reports on the initial results of the Spanish data from the ICLE Error Tagging Project (Louvain). The corpus consists of 50,000 words of texts (argumentative essays and literature examinations) written by English Philology students at two Madrid universities. The tag categories were: Form (F), Grammar (G), Lexico-grammatical aspects (X...
Article
Full-text available
This article reports on the initial results of the Spanish data from the ICLE Error Tagging Project (Louvain). The corpus consists of 50,000 words of texts (argumentative essays and literature examinations) written by English Philology students at two Madrid universities. The tag categories were: Form (F), Grammar (G), Lexico-grammatical aspects (X...
Article
Full-text available
RESUMEN. Esta investigación pretende responder al interrogante de cómo se articula lingüísticamente la relación autor-lector en un tipo de discurso periodístico de opinión: los comentarios firmados. Utilizando un corpus en español de veinte textos procedentes del diario El País, y una taxonomía metadiscursiva, se analizan los mar-cadores que codifi...
Article
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The emergence of English as the predominant foreign language required for academic work in Spain has brought about a shift in the EFL teachers' priorities regarding the teaching of writing skills. Since the early 1990s, the SPICLE writing research team at the Universidad Complutense de Madrid has studied argumentative texts produced by Spanish univ...
Article
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This article presents part of the results from research carried out by the SPICLE team on argumentative texts written in English by student writers, both native and non-native speakers from several L1 backgrounds. The aim of the study was to compare how these writers construct stance by examining their use of devices of evidentiality, specifically,...
Article
Full-text available
This article presents part of the results from research carried out by the SPICLE team on argumentative texts written in English by student writers, both native and non-native speakers from several L1 backgrounds. The aim of the study was to compare how these writers construct stance by examining their use of devices of evidentiality, specifically,...
Article
Full-text available
The research presented in this paper explores the role of metadiscourse in persuasive texts written by professional writers in two leading newspapers: the Spanish El País and the British The Times. The aim of this cross-linguistic investigation is to compare how professional writers organise their texts, guide their readers through them and build a...
Article
Full-text available
The research presented in this paper explores the role of metadiscourse in persuasive texts written by professional writers in two leading newspapers: the Spanish El País and the British The Times. The aim of this cross-linguistic investigation is to compare how professional writers organise their texts, guide their readers through them and build a...

Questions

Question (1)
Question
I would like to offer support to postgraduate students and content specialists who have English as an L2 and need to write academic papers in that language.
Many thanks

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Projects

Projects (11)
Project
I am main proposer and Action Chair candidate for this project, which will start October 2022. The main aim and objective of the Action is to create a shared European research agenda that will help optimize CLIL for bi/multilingual disciplinary literacies. This research agenda will be used to organise existing research and conduct new research, whose findings will be transformed into recommendations for educational practice in CLIL. For more info see https://www.cost.eu/actions/CA21114/
Project
«Proyectos de I+d+I» en el marco de los programas estatales de generación de conocimiento y fortalecimiento científico y tecnológico del sistema de I+d+I y de I+d+I orientada a los retos de la sociedad.
Project
The main aim of the SHIFT project is to focus on students' learning experience in English-medium programmes in higher education. More particularly, the study will focus on the examination of students’ Disciplinary Literacies (DLs) from a longitudinal perspective.