Language matters in EMI: Language related episodes in nursing PBL classrooms

This study investigates the occurrence of Language-Related Episodes (LREs) in English Medium Instruction (EMI) within Problem-Based Learning (PBL) sessions in a Nursing degree programme at a small-to-medium-sized university in Catalonia (Spain). EMI, which uses English as the medium for content inst...

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Detalles Bibliográficos
Autores: Fernández-Córdoba, Anna Isabel, Mancho Barés, Guzmán
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
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:10459.1/468545
Acceso en línea:https://doi.org/10.1016/j.jeap.2025.101558
https://hdl.handle.net/10459.1/468545
Access Level:acceso embargado
Palabra clave:EMI
Language-related episodes
Problem-based learning
Nursing education
Code-switching
Disciplinary literacy
Tutor language awareness
Catalonia
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spelling Language matters in EMI: Language related episodes in nursing PBL classroomsFernández-Córdoba, Anna IsabelMancho Barés, GuzmánEMILanguage-related episodesProblem-based learningNursing educationCode-switchingDisciplinary literacyTutor language awarenessCataloniaThis study investigates the occurrence of Language-Related Episodes (LREs) in English Medium Instruction (EMI) within Problem-Based Learning (PBL) sessions in a Nursing degree programme at a small-to-medium-sized university in Catalonia (Spain). EMI, which uses English as the medium for content instruction, reshapes pedagogical dynamics, often necessitating linguistic support, especially in sociolinguistic contexts like Spain, with low average English proficiency. Using an ethnographic approach, the study examines PBL tutors' and students' language practices from an emic perspective, analysing LREs that emerge during sessions. Five tutors (proficiency levels: B2 [n = 3], C1 [n = 2]) participated, and eight PBL sessions were observed and recorded. Findings reveal that students, whose English proficiency ranged from A2 to C1, initiated over 70 % of LREs, reflecting their proactive engagement in seeking linguistic support. Vocabulary and code-switching were the most common focus areas, with a high resolution rate of LREs. Tutors played varied roles in addressing language challenges. C1-level tutors emerged as “language-aware” facilitators, engaging preemptively and reactively in LREs, providing corrective feedback, and leveraging code-switching to support disciplinary literacy. In contrast, “language-elusive” tutors tended to overlook students' linguistic needs. Despite tutors' self-identification as content-focused rather than language instructors, results indicate that their language awareness significantly influences students' development of disciplinary literacy. This research highlights the interplay between language proficiency, instructional support, and the expert role in EMI-PBL contexts, underscoring the importance of fostering language awareness in tutors to enhance EMI implementation.Open Access funding was provided by the University of Girona thanks to the CRUE–CSIC agreement with Elsevier.Elsevier2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.1016/j.jeap.2025.101558https://hdl.handle.net/10459.1/468545reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a https://doi.org/10.1016/j.jeap.2025.101558Journal of English for Academic Purposes, 2025, vol. 77, article number 101558, p. 1-15(c) Elsevier, 2025info:eu-repo/semantics/embargoedAccessoai:recercat.cat:10459.1/4685452026-05-29T05:05:01Z
dc.title.none.fl_str_mv Language matters in EMI: Language related episodes in nursing PBL classrooms
title Language matters in EMI: Language related episodes in nursing PBL classrooms
spellingShingle Language matters in EMI: Language related episodes in nursing PBL classrooms
Fernández-Córdoba, Anna Isabel
EMI
Language-related episodes
Problem-based learning
Nursing education
Code-switching
Disciplinary literacy
Tutor language awareness
Catalonia
title_short Language matters in EMI: Language related episodes in nursing PBL classrooms
title_full Language matters in EMI: Language related episodes in nursing PBL classrooms
title_fullStr Language matters in EMI: Language related episodes in nursing PBL classrooms
title_full_unstemmed Language matters in EMI: Language related episodes in nursing PBL classrooms
title_sort Language matters in EMI: Language related episodes in nursing PBL classrooms
dc.creator.none.fl_str_mv Fernández-Córdoba, Anna Isabel
Mancho Barés, Guzmán
author Fernández-Córdoba, Anna Isabel
author_facet Fernández-Córdoba, Anna Isabel
Mancho Barés, Guzmán
author_role author
author2 Mancho Barés, Guzmán
author2_role author
dc.subject.none.fl_str_mv EMI
Language-related episodes
Problem-based learning
Nursing education
Code-switching
Disciplinary literacy
Tutor language awareness
Catalonia
topic EMI
Language-related episodes
Problem-based learning
Nursing education
Code-switching
Disciplinary literacy
Tutor language awareness
Catalonia
description This study investigates the occurrence of Language-Related Episodes (LREs) in English Medium Instruction (EMI) within Problem-Based Learning (PBL) sessions in a Nursing degree programme at a small-to-medium-sized university in Catalonia (Spain). EMI, which uses English as the medium for content instruction, reshapes pedagogical dynamics, often necessitating linguistic support, especially in sociolinguistic contexts like Spain, with low average English proficiency. Using an ethnographic approach, the study examines PBL tutors' and students' language practices from an emic perspective, analysing LREs that emerge during sessions. Five tutors (proficiency levels: B2 [n = 3], C1 [n = 2]) participated, and eight PBL sessions were observed and recorded. Findings reveal that students, whose English proficiency ranged from A2 to C1, initiated over 70 % of LREs, reflecting their proactive engagement in seeking linguistic support. Vocabulary and code-switching were the most common focus areas, with a high resolution rate of LREs. Tutors played varied roles in addressing language challenges. C1-level tutors emerged as “language-aware” facilitators, engaging preemptively and reactively in LREs, providing corrective feedback, and leveraging code-switching to support disciplinary literacy. In contrast, “language-elusive” tutors tended to overlook students' linguistic needs. Despite tutors' self-identification as content-focused rather than language instructors, results indicate that their language awareness significantly influences students' development of disciplinary literacy. This research highlights the interplay between language proficiency, instructional support, and the expert role in EMI-PBL contexts, underscoring the importance of fostering language awareness in tutors to enhance EMI implementation.
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1016/j.jeap.2025.101558
https://hdl.handle.net/10459.1/468545
url https://doi.org/10.1016/j.jeap.2025.101558
https://hdl.handle.net/10459.1/468545
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.1016/j.jeap.2025.101558
Journal of English for Academic Purposes, 2025, vol. 77, article number 101558, p. 1-15
dc.rights.none.fl_str_mv (c) Elsevier, 2025
info:eu-repo/semantics/embargoedAccess
rights_invalid_str_mv (c) Elsevier, 2025
eu_rights_str_mv embargoedAccess
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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