English-medium teaching in European higher education

Abstract

Abstract. This paper investigates the satisfaction degree of students engaged in English-taught undergraduate programmes in the University of Oviedo. In particular, this research is intended to assess the perceptions of students on the implementation of bilingual degrees and the impact these programmes might have on their language competence in English, the promotion of their international dimension, and the improvement in their career prospects. The research sample is composed of 255 undergraduate students engaged in bilingual streams. The paper relies on quantitative and descriptive methodology and the data were analysed using SPSS. Although the overall satisfaction with Englishtaught programmes is rather high, the conclusions of the study allow us to identify lines of optimization and propose improvements for the implementation of bilingual programmes in similar contexts. Keywords: EMI; CLIL; bilingual programmes; Higher Education:student satisfaction[es] Evaluación de las percepciones del alumnado sobre la utilización del inglés como lengua de instrucción en la universidadResumen. Este artículo analiza el nivel de satisfacción de los estudiantes de grados impartidos en inglés en una universidad española. En concreto, la investigación se centra en el estudio de las percepciones de los estudiantes sobre la implementación de los grados bilingües y el impacto que estos programas puedan tener en tres ámbitos: la competencia de los alumnos en inglés, la promoción de su dimensión internacional, y la mejora de sus perspectivas profesionales. La muestra se compone de 255 estudiantes matriculados en grados bilingües. En el trabajo se utiliza una metodología cuantitativa y descriptiva y los datos fueron analizados con SPSS. Aunque el grado de satisfacción general de los alumnos es bastante alto, las conclusiones del estudio permiten identificar propuestas de mejora para la implementación de programas bilingües en contextos similares. Palabras clave: Inglés como medio de instrucción; AICLE; programas bilingües; educación superior; satisfacción de los estudiantes[fr] Évaluation des perceptions des étudiants sur l'utilisation de l'anglais comme langue d'instruction à l'université Résumé. Cet article analyse le niveau de satisfaction des étudiants des grades dispensés en anglais à une université espagnole. La recherche est centrée précisément sur l'étude des perceptions des étudiants Costales, A. Didáctica (Madr.), 29, 2017: 43-63 44 en ce qui concerne l'implémentation des « grades bilingues » et l'impact éventuel de ces programmes dans trois domaines: la compétence des étudiants en anglais, la promotion de leur dimension internationale et l'amélioration de leurs perspectives professionnelles. L'échantillon est composé de 255 étu-diants inscrits à un des programmes bilingues. La méthodologie utilisée est quantitative et descriptive et les données ont été analysées avec SPSS. Bien que le degré de satisfaction général des étudiants est assez élevé, les conclusions de cette étude permettent d'identifier des propositions...

Why the British do not learn languages: myths and motivation in the United Kingdom

“…Native-speaker British English, especially if it diverges from the standard, no longer has the privileged status in the world that it once did (Coleman, 2006, Graddol, 2007, Jenkins, 2007, Seidlhofer et al, 2006. Thirdly, 75% of the world's inhabitants speak no English, and the majority of those who do also have one or more other languages -monolingualism is the exception rather than the norm, and jobseekers in the international market who speak only English are at a clear disadvantage.…”

Higher education teachers’ attitudes towards English medium instruction: A three-country comparison

“…We should note that CLIL, unlike EMI, does not specify English as the language being used. Nonetheless, despite the plurilingualism being advocated by, inter alia, the Bologna Declaration (European Ministers of Education, 1999) English has for some time been by far the L2 most adopted in CLIL contexts (Coleman, 2006). The extent to which EMI might adopt the concept of integrating language learning into content learning is an important theoretical perspective to adopt.…”

Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential

“…This harmonisation and standardisation of higher education creates permanent winners and losers, centralising all the gains, monetary and nonmonetary, towards the most dominant countries, particularly towards Anglo-phone countries and specific industries and therefore social inequalities increase between as well as within countries. Some scholars call this phenomenon as Englishization (Coleman, 2006;Phillipson, 2009). Tomusk (2002Tomusk ( , 2004 positioned education within the general framework of the recent institutional changes and the rapid rise of the short-term profits of the financial global capital.…”