Políticas lingüísticas europeas y españolas: el camino hacia el cambio en la educación terciaria

Julián-De-Vega, Concha; López, J.A. García

doi:10.30827/digibug.54158

Cited by 5 publications

(2 citation statements)

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“…Otro aspecto son las oportunidades laborales que ofrece el contar con conocimientos en una lengua que no sea la materna, en el que los alumnos vincularon el aprendizaje de la lengua inglesa con el incremento de posibilidades laborales cuando se aludía tanto a las personas en general como a sus casos en particular, ya que no se puede eludir su significancia como una de las características más representativas de la sociedad actual, con unas fronteras cada vez más difusas, en las que el conocimiento de otros idiomas, a parte del materno, posibilita mayores oportunidades laborales (Izquierdo, 2017;Julián-de-Vega & Ávila-López, 2018).…”

Section: Importancia Y Motivación Por Aprender La Lengua Inglesaunclassified

Aprendizaje de una Lengua Extranjera en Educación Obligatoria: Experiencias de Estudiantes con Sordera e Hipoacusia

Camarena

Moreno-Rodríguez

Téllez

2021

QRE

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The Spanish educational system is characterized by an increased emphasis placed on language teaching, apart from the majority language and other co-official languages. Furthermore, the educational reality is distinguished by the existing diversity within the classroom, increasing the complexity of learning a second language. This study analyses the opinions, beliefs and attitudes of deaf and hard-of-hearing students at university regarding their teaching-learning process of the English language during compulsory education. The data were collected through in-depth interviews, having as main topics the importance of learning the English language, as well as the experiences reported about didactic aspects in which they were involved. The results highlighted the basic conditions that must be met when deaf and hard-of-hearing students are learning a foreign language, in order to guarantee quality education promoting academic success.

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Section: Importancia Y Motivación Por Aprender La Lengua Inglesaunclassified

Aprendizaje de una Lengua Extranjera en Educación Obligatoria: Experiencias de Estudiantes con Sordera e Hipoacusia

Camarena

Moreno-Rodríguez

Téllez

2021

QRE

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“…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. At the University of Cádiz (UCA), Andalusia, Spain, three Faculties have been implementing their own bilingual teaching programs over the last decade: The Faculty of Education, the Faculty of Economics and Business Administration, and the School of Engineering (Rubio-Cuenca 2019).…”

Section: Introductionmentioning

confidence: 99%

Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs

Rubio-Cuenca

Perea-Barberá

2021

RAEI

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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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Internationalization Through Language and Literacy in the Spanish- and English-Medium Education Context

Sánchez-García

2020

Educational Linguistics

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Políticas lingüísticas europeas y españolas: el camino hacia el cambio en la educación terciaria

Cited by 5 publications

References 1 publication

Aprendizaje de una Lengua Extranjera en Educación Obligatoria: Experiencias de Estudiantes con Sordera e Hipoacusia

Aprendizaje de una Lengua Extranjera en Educación Obligatoria: Experiencias de Estudiantes con Sordera e Hipoacusia

Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs

Internationalization Through Language and Literacy in the Spanish- and English-Medium Education Context

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