Ecologically minded teaching

Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs

“…Teacher training and education has been a difficult issue since the introduction of internationalization policies in higher education institutions all over the world due to English gaining a prominent role as a vehicular language. In the European context, many state-run CLIL-based bilingual teaching programs have been launched at primary and secondary levels (Alonso et al 2008;Czura et al 2009;Lorenzo et al 2009;Cabezas Cabello 2010;Fernández and Halbach 2011;Durán-Martínez and Beltrán-Llavador 2016;Pérez Cañado 2016) that provide an institutional framework in which the different stakeholders contribute to creating a favourable context for teachers and students, especially with respect to collaboration between foreign language-and content teachers (Contero 2018). Within the Andalusian Autonomous Community in Spain, the Educational Authorities launched the Andalusian Plan for the Promotion of Plurilingualism (Lorenzo et al 2009;Cabezas Cabello 2010;Pavón 2010;Pérez-Cañado 2016) in 2005 with the aim of providing primary and secondary schools with the necessary institutional support to implement bilingual and plurilingual programs.…”

“…In the European context, many state-run CLIL-based bilingual teaching programs have been launched at primary and secondary levels (Alonso et al 2008;Czura et al 2009;Lorenzo et al 2009;Cabezas Cabello 2010;Fernández and Halbach 2011;Durán-Martínez and Beltrán-Llavador 2016;Pérez Cañado 2016) that provide an institutional framework in which the different stakeholders contribute to creating a favourable context for teachers and students, especially with respect to collaboration between foreign language-and content teachers (Contero 2018). Within the Andalusian Autonomous Community in Spain, the Educational Authorities launched the Andalusian Plan for the Promotion of Plurilingualism (Lorenzo et al 2009;Cabezas Cabello 2010;Pavón 2010;Pérez-Cañado 2016) in 2005 with the aim of providing primary and secondary schools with the necessary institutional support to implement bilingual and plurilingual programs. In contrast, with little institutional support (Ramos-García 2013;Julián-de-Vega and Ávila-López 2018;Ramos-García and Pavón 2018), a number of universities in Spain have been timidly implementing bilingual and plurilingual programs based mainly on offering teaching staff language courses and bilingual methodology workshops adapted to each particular context in a similar fashion to non-tertiary education bilingual programs.…”