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Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs
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Abstract:
The implementation of a bilingual teaching program requires a series of actions concerning methodological training and language support for both teachers and students. The Bilingual Education Program at Escuela Superior de Ingeniería (School of Engineering, University of Cádiz, Spain) was approved by the Board of the School in 2014 with the aim of developing English-Spanish CLIL-based bilingual curricula for the various Bachelor degrees offered. Amongst the measures taken to implement the program, teacher training has been a priority, with monitoring being an essential part. Monitoring sessions have now been carried out for more than six academic years and have a double objective: gathering the teachers’ perceptions and beliefs regarding their role as EMI teachers and providing them with feedback as to their practice through class observation in order to fine-tune future language development and methodology programs. The goal of this paper is to show that monitoring sessions may serve as a valid tool for assessing the impact of in-service training on bilingual teaching. The results show that teachers have experienced remarkable progress by incorporating language awareness into their practice as EMI teachers, thus contributing to improve the language level of both their students and themselves, and by applying specific didactic strategies to make the learning process more dynamic, participatory, stimulating and creative.
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Keyword:
Bilingual teaching; CLIL; EMI; Filología Inglesa; Language awareness; Monitoring
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URL: http://hdl.handle.net/10045/112380
https://doi.org/10.14198/raei.2021.34.07
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Teacher Attitudes to Language in University Bilingual Education ; Actitudes de los docentes hacia el papel de la lengua en la educación bilingüe en la universidad
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Teacher attitudes to language in university bilingual education
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 89-102 (2018)
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Multiculturalism and interculturality in CLIL ; Multiculturalidad e interculturalidad en AICLE
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English-Medium Instruction at Universities. Global Challenges Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra (eds). Bristol: Multilingual Matters, 2013. 221 pages. ISBN-13: 978-1-84769-814-8
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 30, 2015, pags. 237-240 (2015)
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Consolidación de equipo docente para la implantación de un Programa de Educación Bilingüe en la Escuela Superior de Ingeniería de Cádiz
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Communication as a Teaching/Learning Strategy in Bilingual Education
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In: Journal of Siberian Federal University. Humanities and Social Sciences 12 (2012 5) pp. 1781-1789 (2013)
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Análisis microcognitivo de los compuestos nominales en un lexicón de inglés contemporáneo ; Microcognitive analysis of noun-noun compounds in a present-day English lexicon
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In: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3363 (2012)
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