English-medium instruction in higher education in Spain
Coinciding with the advent of the Bologna process in the European Higher Education Area at the turn of the millennium, a growing scholarly interest in the effects of changing the medium of instruction from first language (L1) to English has been on the rise in Spain. Research on this multifaceted ed...
| Autores: | , |
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| Tipo de recurso: | capítulo de libro |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/465713 |
| Acceso en línea: | https://doi.org/10.4324/9781003011644-17 https://hdl.handle.net/10459.1/465713 |
| Access Level: | acceso abierto |
| Palabra clave: | Anglès -- Ensenyament universitari |
| Sumario: | Coinciding with the advent of the Bologna process in the European Higher Education Area at the turn of the millennium, a growing scholarly interest in the effects of changing the medium of instruction from first language (L1) to English has been on the rise in Spain. Research on this multifaceted educational phenomenon, with a focus on classroom discourse, received an initial impulse thanks to studies such as those by Aguilar Pérez and Arnó Macià (2002), Dafouz, Núñez and Sancho (2007), Núñez Perucha and Dafouz Milne (2007), Dafouz-Milne (2008), and Dafouz Milne and Llinares Garcia (2008). The scope of the research expanded to understand whether and to what extent English-medium instruction (EMI) could subsume or complement English for specific purposes (ESP) and/or English for academic purposes (EAP) subjects, which had traditionally been the means by which Spanish universities provided students with the necessary skills in English to fulfil their needs in disciplinary language and communication (Räisänen & Fortanet-Gómez, 2008, from a pan-European perspective; Ruiz-Garrido & Palmer-Silveira, 2008). EMI teacher training initiatives in Spain have revealed the importance of training instructors and making them aware of the need to attain a threshold level of competence in English to impart EMI (Fortanet-Gómez, 2010). These studies have undoubtedly helped to align research on EMI in Spain with, and sometimes the forefront of, the wider international research agenda. It is from this body of knowledge generated at the start of the twenty-first century that we pursue to examine the main topics of the research on Spanish EMI since 2010 to identify the language-derived obstacles and the possible ways to overcome them. |
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