Crossing disciplinary boundaries : English-medium education (EME) meets English for Specific Purposes (ESP)
ABSTRACT: 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 cha...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad Complutense de Madrid (UCM) |
| Repositorio: | Docta Complutense |
| Idioma: | inglés |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/126102 |
| Acceso en línea: | https://hdl.handle.net/20.500.14352/126102 |
| Access Level: | acceso abierto |
| Palabra clave: | 811.111:37 37=111 English-medium education ESP EAP Internationalisation Higher education Inglés como lengua de educación Inglés para fines específicos Inglés para fines académicos Internacionalización Educación superior Filología inglesa Enseñanza de la lengua y la literatura Enseñanza universitaria Métodos de enseñanza 5701.03 Bilingüismo 5505.10 Filología 5701.11 Enseñanza de Lenguas 5801.07 Métodos Pedagógicos |
| Sumario: | ABSTRACT: 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, this article will first briefly describe the objects of study – ESP/EAP and EME – and map out the relationship between the two. Secondly, a description of what are called the ‘diverging zones’ between these two educational approaches will be developed. In this section, major differences in curricular goals, in the way English is conceptualised, in students’ and teachers’ profiles, as well as in the pedagogical practices developed will be examined. Thirdly, the section entitled ‘converging zones’ will look into some of the contact points of EME and ESP theories and practices so that possible gaps are bridged. Finally, the last part of the paper, titled ‘emerging zones’ will provide suggestions for joint collaborative research and the development of teacher education programmes that truly respond to the current needs of EME and ESP/EAP professionals and students as well. |
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