The importance of certification of English medium instruction teachers in higher education in Spain

• Ernesto Macaro ^[1] ; Antonio Jiménez-Muñoz ^[2] ; David Lasagabaster ^[3]
  1. [1] University of Oxford

     University of Oxford

     Oxford District, Reino Unido

     
  2. [2] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  3. [3] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     

  Mostrar afiliaciones +
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 32, 2019, págs. 103-118
• Idioma: inglés
• DOI: 10.30827/pl.v0i32.13702
• Títulos paralelos:
  • La importancia de la certificación del profesorado que imparte asignaturas en inglés en la educación universitaria en España
• Enlaces
  • Texto completo  1 (pdf)   2 (pdf)   3 (pdf)   4  
• Dialnet Métricas: 11 Citas
• Resumen
  • español

    El incremento de cursos en inglés (EMI) en las universidades de países no anglófonos ha venido acompañado por un aumento de estudios sobre las creencias del profesorado. Aunque esta investigación arroja que el profesorado EMI encuentra dificultades al impartir asignaturas de contenido en inglés (su lengua extranjera), apenas existe investigación sobre las competencias que el profesorado EMI precisa para impartir estos cursos efectivamente o sobre si su certificación es posible y/o deseable. A través de cuestionarios y entrevistas se analizaron las creencias del profesorado y gestores universitarios españoles sobre dichas competencias y su certificación. Se observó una necesidad perentoria tanto de un mayor apoyo al desarrollo profesional como a la certificación, aunque se plantearon dudas sobre su implementación y financiación.

  • English

    The growth of English medium instruction (EMI) courses in non-English-speaking countries has been mirrored by a growth in research into EMI teacher beliefs. Although this research has reported that EMI teachers find teaching content subjects in English (their second language) a challenge, virtually no research has investigated the competencies EMI teachers believe they need in order to deliver courses effectively and whether certification of those competencies is possible and/or desirable. Using questionnaires and interviews we investigated how much and what types of certification were currently available in Spain and the beliefs of teachers and managers in Spanish universities with regard to professional development and certification. We found overall strong support for both greater professional development and for certification, whilst some uncertainty remained as to how both of these desirables might be implemented and financed.

• Referencias bibliográficas
  • Aguilar, M. & Muñoz, C. (2014). The Effect of Proficiency on CLIL Benefits in Engineering Students in Spain. International Journal of...
  • Andrews, S. (2009). The Evolution of Teachers’ Language Awareness. Language Awareness, 15(1), 1-19.
  • Aubusson, P., Steele, F., Dinham, S. & Brady, L. (2007). Action learning in teacher learning community formation: Informative or transformative?...
  • Ball, P. & Lindsay, D. (2013). Teaching content through the medium of English: Faculty perspectives, in A. Doiz, D. Lasagabaster, and...
  • Barnard, R. & Hasim, Z. (2018). English medium instruction programmes. Abingdon, UK: Routledge.
  • Bazo, P., González, D., Centellas, A., Dafouz, E., Fernández, A. & Pavón, V. (2017). Linguistic policy for the internationalisation of...
  • Borg, S. (2006). Teacher cognition and language education: research and practice. London: Continuum.
  • Borich, G. D. (2008). Observation skills for effective teaching. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Bradford, A. (2016). Teaching content through the medium of English: Faculty perspectives, in P. Clements, A. Krause, and H. Brown (Eds.)....
  • Burn, K., Mutton, T. & Hagger, H. (2010). Strengthening and sustaining professional learning in the second year of teaching. Oxford Review...
  • Charmaz, K. (2008). Constructionism and the grounded theory method, in J. A. Holstein, & J. F. Gubrium (Eds.). Handbook of constructionist...
  • Dafouz, E. & Smit, U. (2016). Towards a dynamic conceptual framework for English-medium education in multilingual university settings....
  • Dale, L., Oostdam, R. & Verspoor, M. (2017). Searching for Identity and Focus: Towards an analytical framework for language teachers in...
  • Dearden, J. (2015). English as a medium of instruction –A growing global phenomenon. Oxford, UK: British Council.
  • Dimova, S. (2017). Life after oral English certification: The consequences of the Test of Oral English Proficiency for Academic Staff for...
  • Dubow, G. & Gundermann, S. (2017). Certifying the linguistic and communicative competencies of teachers in English-medium instruction...
  • Fernández, I. & Márquez, M. D. (2017). Educational development units in Spain: Current status and emergent trends. International Journal...
  • Galloway, N., Kriukow, J. & Numajiri, T. (2017). Internationalization, higher education and the growing demand for English: an investigation...
  • Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S. & Dixon, L. Q. (2018). Language and content outcomes of CLIL and EMI: A systematic review....
  • Halbach, A. & Lázaro, A. (2015). La acreditación del nivel de lengua inglesa en las universidades españolas: actualización 2015. Madrid:...
  • Hernández-Nanclares, N. & Jiménez-Muñoz, A. (2017). English as a medium of instruction: evidence for language and content targets in bilingual...
  • Huang, D. & Singh, M. (2014). Critical perspectives on testing teaching: reframing teacher education for English medium instruction. Asia-Pacific...
  • Hultgren, A. K. (2017). The drive towards EMI in non-English-dominant European HE: The role of university rankings. Language Teaching: 3-6.
  • Jiménez-Muñoz, A. (2016). Content and Language: the Impact of Pedagogical Designs on Academic Performance within Tertiary English as a Medium...
  • Kling, J., & Staehr, L. S. (2011). Assessment and assistance: Developing university lecturers’ skills through certification feedback,...
  • Kunioshi, N., Noguchi, J., Tojo, K. & Hayashi, H. (2016). Supporting English-medium pedagogy through an online corpus of science and engineering...
  • Lasagabaster, D. (2018). Fostering team teaching: Mapping out a research agenda for Englishmedium instruction at university level. Language...
  • Lasagabaster, D. & Sierra J.M. (2011) Classroom observation: Desirable conditions established by teachers.. European Journal of Teacher...
  • Macaro, E. (2018). English Medium Instruction: Language and content in policy and practice. Oxford: Oxford University Press.
  • Macaro, E. Akincioglu, M. & Dearden, J. (2016). English Medium Instruction in Universities: A Collaborative Experiment in Turkey. Studies...
  • Macaro, E., Curle, S. Pun, J. An, J. & Dearden, J. (2018). A systematic review of English Medium Instruction in Higher Educaton. Language...
  • Macaro, E. Akincioglu, M. & Han, S., (2019). English Medium Instruction in Higher Education: Teacher perspectives on professional development...
  • Montgomery, D. (2002). Helping teachers develop through classroom observation, Second edition. London: David Fulton.
  • Nikula, T. et al. (2016). Conceptualising integration in CLIL and multilingual education. Clevedon: Multilingual Matters.
  • Parson, D., Hill, I., Holland, J. & Willis, D. (2012). Impact of teaching development programmes in higher education. London: The Higher...
  • Postareff, L., Lindblom-Ylänne, S. & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education....
  • Robson, S., Almeida, J. & Schartner, A. (2017). Internationalization at home: time for review and development? European Journal of Higher...
  • Smit, U. (2010). English as a lingua franca in higher education: A longitudinal study of classroom discourse. Berlin /New York: De Gruyter.
  • Spanish Department for Education (2016). Datos y cifras del sistema universitario español. Curso 2015/2016. Madrid: MECD.
  • Tedick, D. & Young, A. (2017). Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction....
  • Wilkinson, R. & Walsh, M.L. (eds.) (2015). Integrating content and language in higher education: From theory to practice, selected papers...