Engineering lecturers’ views on CLIL and EMI
By Marta Aguilar. 2017
150 citations recorded by the source corpus.
ABSTRACT The present study aims to shed some light on how engineering lecturers teaching in English at a Spanish university view their work (teaching goals) within the current European internationalisation trend of offering courses and master programmes in English. A questionnaire where content and language integrated learning (CLIL) and English-medium instruction (EMI) were differentiated and with questions on their self-attributed duties, training preferences, assessment and internationalisation issues, among others, was prepared. The 41 lecturers who participated were asked to identify the modality they were following and their views related to the key factors in their courses. Findings point to the fact that EMI is the modality they follow and that they do not want to shift to CLIL because they refuse to teach language. To gain qualitative information about their beliefs, six lecturers were later interviewed. These interviews suggested that lecturers attach no importance to language integration. More specifically, they do not usually reflect on their lecturing, they welcome the idea of distinguishing both modalities in higher education (HE), they regard English proficiency as a key factor for all stakeholders and finally they think CLIL better suits less proficient students in HE.
Subfields: Electronic, Optical and Magnetic Materials, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/59c804d6dbba096baa9eb97d42fba2f22624a3f0
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In Electronic, Optical and Magnetic Materials
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Citations in the corpus
- Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level (2018, background): “This is one of the reasons why content EMI lecturers do not consider language aspects (Aguilar 2017), a widespread malaise in many European contexts (Airey 2009) and a weakness that could be overcome by boosting collaboration between language and content teachers (Schleppegrell & O’Hallaron 2011).”