Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives

English-medium instruction (EMI) has become commonplace in Higher Education Institutions (HEIs) in Spain and in many other countries, being implemented as a strategy to increase the competitiveness and attractiveness of universities at the international level. The present article investigates the st...

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Detalles Bibliográficos
Autores: Nieto Moreno de Diezmas, Ester Luisa, Fernández Barrera, Alicia
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad de Castilla-La Mancha
Repositorio:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/32646
Acceso en línea:https://doi.org/10.14198/raei.2021.34.02
https://hdl.handle.net/10578/32646
Access Level:acceso abierto
Palabra clave:EMI
Bilingual education
Higher Education
Internationalization
Teacher training
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spelling Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and IncentivesNieto Moreno de Diezmas, Ester LuisaFernández Barrera, AliciaEMIBilingual educationHigher EducationInternationalizationTeacher trainingEnglish-medium instruction (EMI) has become commonplace in Higher Education Institutions (HEIs) in Spain and in many other countries, being implemented as a strategy to increase the competitiveness and attractiveness of universities at the international level. The present article investigates the stances of lecturers involved in various internationalization programmes in regard to the challenges that EMI inception and implementation entails, such as language and content integration, English proficiency of teachers and students, teachers’ drives, teacher training needs and institutional support, among other issues. To gain a more comprehensive insight into the development of EMI, data were collected by means of semi-structured interviews with three separate groups of lecturers: (i) EMI practitioners, (ii) lecturers interested in EMI and (iii) lecturers from the Department of Modern Languages, experts in second language acquisition (SLA) and bilingual education. The results showed that the implementation of EMI at the University of Castilla-La Mancha (UCLM) is still in its infancy and there are several areas for improvement such as (i) the approval of a multilingual language policy that includes a specific and legally-binding protocol for lecturer recruitment and commitment in the programme, and (ii) the design of a more comprehensive teacher training plan offering accreditation to enter EMI and supporting effective implementation by means of in-service courses.Universidad de Alicante. Departamento de Filología Inglesa202320232021info:eu-repo/semantics/articleapplication/pdfapplication/pdfhttps://doi.org/10.14198/raei.2021.34.02https://hdl.handle.net/10578/32646reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaEspañolinfo:eu-repo/semantics/openAccessoai:ruidera.uclm.es:10578/326462026-05-27T07:36:41Z
dc.title.none.fl_str_mv Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
title Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
spellingShingle Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
Nieto Moreno de Diezmas, Ester Luisa
EMI
Bilingual education
Higher Education
Internationalization
Teacher training
title_short Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
title_full Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
title_fullStr Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
title_full_unstemmed Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
title_sort Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
dc.creator.none.fl_str_mv Nieto Moreno de Diezmas, Ester Luisa
Fernández Barrera, Alicia
author Nieto Moreno de Diezmas, Ester Luisa
author_facet Nieto Moreno de Diezmas, Ester Luisa
Fernández Barrera, Alicia
author_role author
author2 Fernández Barrera, Alicia
author2_role author
dc.subject.none.fl_str_mv EMI
Bilingual education
Higher Education
Internationalization
Teacher training
topic EMI
Bilingual education
Higher Education
Internationalization
Teacher training
description English-medium instruction (EMI) has become commonplace in Higher Education Institutions (HEIs) in Spain and in many other countries, being implemented as a strategy to increase the competitiveness and attractiveness of universities at the international level. The present article investigates the stances of lecturers involved in various internationalization programmes in regard to the challenges that EMI inception and implementation entails, such as language and content integration, English proficiency of teachers and students, teachers’ drives, teacher training needs and institutional support, among other issues. To gain a more comprehensive insight into the development of EMI, data were collected by means of semi-structured interviews with three separate groups of lecturers: (i) EMI practitioners, (ii) lecturers interested in EMI and (iii) lecturers from the Department of Modern Languages, experts in second language acquisition (SLA) and bilingual education. The results showed that the implementation of EMI at the University of Castilla-La Mancha (UCLM) is still in its infancy and there are several areas for improvement such as (i) the approval of a multilingual language policy that includes a specific and legally-binding protocol for lecturer recruitment and commitment in the programme, and (ii) the design of a more comprehensive teacher training plan offering accreditation to enter EMI and supporting effective implementation by means of in-service courses.
publishDate 2021
dc.date.none.fl_str_mv 2021
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.14198/raei.2021.34.02
https://hdl.handle.net/10578/32646
url https://doi.org/10.14198/raei.2021.34.02
https://hdl.handle.net/10578/32646
dc.language.none.fl_str_mv Español
language_invalid_str_mv Español
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidad de Alicante. Departamento de Filología Inglesa
publisher.none.fl_str_mv Universidad de Alicante. Departamento de Filología Inglesa
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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