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The role of English for specific purposes (ESP) in supporting the linguistic dimension in English-medium instruction (EMI) 特殊用途英语(ESP)在英语媒介教学(EMI)中支持语言维度的作用
F. Costa, Lynn Mastellotto
Partly because of the Bologna Declaration, the so-called English-Medium Instruction (EMI) courses in universities have undergone a strong surge in the last 15 years. This initial phase of growth in EMI has had an impact on LSP (Language for Specific Purposes) courses, which have in some cases suffered a consequent decline. This article seeks to highlight the potential of LSP to prepare students in EMI communication, support academic disciplinary skills, develop transversal skills, and foster intercultural communication. The study analyses an LSP-focused curricular design that aims to help students develop English-language communicative effectiveness for a domain-specific context: social and human services. The various integrative practices inherent in LSP instruction call attention to its potential as a harmonizing and empowering force for content- and language-integrated learning when used alongside EMI. Keywords: English-Medium Instruction (EMI); Language for Specific Purposes (LSP); English for Specific Purposes (ESP); Content-and-language integrated learning (CLIL); Integrating content and language in higher education (ICLHE).
部分由于《博洛尼亚宣言》,所谓的英语教学(EMI)课程在大学里经历了过去15年的强劲增长。EMI的这一初始阶段的增长对LSP(特殊用途语言)课程产生了影响,在某些情况下,LSP课程因此而下降。本文旨在强调LSP在EMI沟通方面的潜力,支持学术学科技能,发展横向技能,促进跨文化交流。该研究分析了一种以lsp为重点的课程设计,旨在帮助学生在特定领域(社会和人类服务)中培养英语交际效率。LSP教学中固有的各种综合实践引起了人们的注意,当与EMI一起使用时,它作为内容和语言综合学习的协调和授权力量的潜力。关键词:英语媒介教学;专用语言(LSP);专用英语(ESP);内容与语言整合学习;高等教育内容与语言的整合。
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引用次数: 1
Editorial CJ 5(2) 社论CJ 5(2)
Monica Clua Serrano
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引用次数: 0
The Role of the L1 in EMI classroom practices 第一语言在EMI课堂实践中的作用
Balbina Moncada-Comas
English-medium instruction (EMI) affects lecturers’ classroom practices as they face a new teaching scenario where language(s) can be used to construct lecturers’ identities. Therefore, lecturers can take up different identities because their language-choice acts depend on their communicative and identification purposes. Employing Membership-Categorisation Analysis (MCA) to examine classroom interaction, this paper examines the classroom practices of one EMI lecturer to explore how the orientation towards one language over the others implies a specific function associated with a particular identity. The alternation between languages reveals to what extent EMI lecturers accept or challenge the English-only policy and how lecturers position themselves as English-only or as translanguaging lecturers. This study documents lecturer’s teaching behaviour, particularly how L1-choice acts can be more effective for certain purposes. Studying how lecturers draw from both their EMI-lecturer identity and their L1-lecturer identity, this paper shows how multilingual practices unfold in EMI and highlights the pedagogical value of the L1, hence advocating that the use of languages other than English has, after all, a particular purpose.
英语媒介教学(EMI)影响着教师的课堂实践,因为他们面临着一个新的教学场景,语言可以用来构建教师的身份。因此,演讲者的语言选择行为取决于他们的交际目的和认同目的,因此演讲者可以具有不同的身份。采用会员分类分析(MCA)来检查课堂互动,本文考察了一位EMI讲师的课堂实践,以探索对一种语言的倾向如何优于其他语言,这意味着与特定身份相关的特定功能。语言之间的交替揭示了EMI讲师在多大程度上接受或挑战纯英语政策,以及讲师如何将自己定位为纯英语或跨语言讲师。本研究记录了讲师的教学行为,特别是第一选择行为如何在某些目的下更有效。研究讲师如何从他们的EMI讲师身份和L1讲师身份中提取,本文展示了多语言实践如何在EMI中展开,并强调了L1的教学价值,因此提倡使用英语以外的语言毕竟有一个特定的目的。
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引用次数: 0
The A-B-C of content teaching in an EMI classroom EMI课堂内容教学的A-B-C
Monica Clua Serrano, Javier Jiménez
CLIL Content and Language Integrated Learning, as we know, is an umbrella dual-focused pedagogical approach (e.g., Dalton-Puffer, 2011) that is more commonly associated within contexts of primary and secondary education. Pedagogical strategies and materials are designed to, on the one hand, progressively work towards higher-order thinking and production abilities in areas of content learning in a foreign language, often English, while simultaneously attending to the students’ need to develop the relevant linguistic competencies in the target language. To achieve these, and related goals, materials and teaching strategies centre on the principles of integration (Nikula et al., 2016) and high-quality classroom interaction (Walsh, 2006). But what of the EMI context? Specifically, how is content and language integration achieved (or at least, aimed at) in tertiary education? To allay concerns to some degree, language, in any context, packages knowledge, and knowledge is packaged in language. In other words, language and knowledge co-constitute each other (Airey & Linder, 2009; Lemke, 1990). So, although EMI as such does not hold to explicit language-related goals, studies have shown that teachers do hold themselves and students accountable for the correct use of conventionalised disciplinary language in the field (Clua Serrano 2021; Clua1 & Evnitskaya, forthcoming, Escobar Urmeneta, 2017; Mancho-Barés, G., & AguilarPérez, M., 2020) as well as deal with language aspects, often beyond the purely technical range (e.g., Andjelkov, 2022). However, a significant proportion of faculty rejects certain socio-constructivist-based CLIL methodologies that are often used in compulsory-level education (e.g., Kletzenbauer et al., 2022, this issue), believing these approaches should be reserved for university students with low English language proficiency (Aguilar, 2017; Airey, 2016). This not only speaks of the additional investment required of teachers in the EMI enterprise (Doiz et al. 2011), but also of the reported identities at play in teachers as content, and not language, experts (Macaro, 2018; Mancho-Barés, G., & Aguilar-Pérez, M., 2020). All in all, research continues to explore teacher (and student) practices in, and beliefs about, EMI to find ways to optimise teaching and learning in this context. The interview presented here serves to get a glimpse into pedagogical praxis and identity through the experience of one EMI teacher. Javier Jimenez Jimenez is a tenured Associate Professor in the Department of Basic Science at the Universitat Internacional de Catalunya (UIC Barcelona). He is an experienced lecturer, and through this interview, he reflects on his experience as an EMI teacher of Immunology and Microbiology between the years 2016-2019. He taught this subject in English in the English-track Dentistry programme, and in Spanish in the Spanish-track programme, back-toback. https://doi.org/10.5565/rev/clil.95 eISSN: 2604-5613 Print ISSN: 2605-5893
正如我们所知,CLIL内容和语言综合学习是一种伞形双重点教学方法(例如,Dalton-Puffer, 2011),更常与小学和中学教育背景相关。一方面,教学策略和教学材料的设计是为了逐步提高外语(通常是英语)内容学习领域的高阶思维和生产能力,同时关注学生在目标语言中发展相关语言能力的需要。为了实现这些以及相关的目标,教材和教学策略以整合原则(Nikula et al., 2016)和高质量的课堂互动(Walsh, 2006)为中心。但是EMI的背景如何呢?具体来说,在高等教育中,内容和语言的整合是如何实现的(或至少是旨在实现的)?为了在某种程度上减轻人们的担忧,语言在任何情况下都是对知识的包装,而知识又被包装在语言中。换句话说,语言和知识是相互构成的(Airey & Linder, 2009;Lemke, 1990)。因此,尽管EMI本身并不坚持明确的语言相关目标,但研究表明,教师确实要求自己和学生对在该领域正确使用常规学科语言负责(Clua Serrano 2021;Clua1 & Evnitskaya,即将出版,Escobar Urmeneta, 2017;mancho - bar, G., & aguilarp, M., 2020),以及处理语言方面,往往超出了纯粹的技术范围(例如,Andjelkov, 2022)。然而,相当比例的教师拒绝某些基于社会建构主义的CLIL方法,这些方法通常用于义务教育阶段(例如,Kletzenbauer等人,2022年,本期),认为这些方法应该保留给英语水平较低的大学生(Aguilar, 2017;Airey, 2016)。这不仅说明了教师在EMI企业中所需要的额外投资(Doiz et al. 2011),而且还说明了所报道的教师作为内容而不是语言专家的身份(Macaro, 2018;mancho - bar, G., & aguilar - p, M., 2020)。总而言之,研究继续探索教师(和学生)在EMI中的实践和信念,以找到在这种情况下优化教学和学习的方法。本访谈旨在透过一位EMI老师的经验,让我们对教学实践与认同有个大致的了解。哈维尔·希门尼斯,加泰罗尼亚国际大学(UIC巴塞罗那)基础科学系终身副教授。他是一位经验丰富的讲师,通过这次采访,他反思了他在2016-2019年间作为免疫学和微生物学EMI老师的经历。他在英语方向的牙科课程中用英语教授这门课,在西班牙语方向的课程中用西班牙语教授这门课。https://doi.org/10.5565/rev/clil.95 eISSN: 2604-5613 Print ISSN: 2605-5893
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引用次数: 0
Becoming “Language-Aware“ in ICLHE 在ICLHE中成为“语言意识”
P. Kletzenbauer, U. Fürstenberg, M. Reitbauer
In this paper, we present a cross-disciplinary collaboration model inspired by collaborative action research (CAR) developed at a computer science department at a University of Applied Sciences in Austria. We outline the roles which language teachers at the institution and external collaborators (teacher educators and language specialists) play in creating a space of trust for the professional development of content specialists.Recent research (e.g. Zappa-Hollman, 2018) has called for such collaborative partnerships between language and content specialists to raise awareness among English Medium Instruction (EMI) practitioners and stakeholders that language is “the crucial semiotic resource to [...] facilitate conceptualization and problem solving in specific disciplines” (Yuan, 2021, p. 2). This demand for an integrative approach which takes the interplay of language and content into consideration has not yet received sufficient attention, neither at the institutional level nor at the level of individual teachers (Zappa-Hollman, 2018). Innovative approaches are clearly needed to improve the quality of ICLHE teaching (Kim et al., 2018).The generally positive reactions of the content teachers to the Trust Model of Cross-Disciplinary Collaboration suggest that it can contribute to improving their understanding of the epistemic function of language and their Integrating Content and language in Higher Education (ICLHE) teaching practice.
在本文中,我们提出了一种跨学科的协作模式,其灵感来自于奥地利应用科学大学计算机科学系开发的协作行动研究(CAR)。我们概述了机构内的语言教师和外部合作者(教师教育者和语言专家)在为内容专家的专业发展创造信任空间方面所扮演的角色。最近的研究(如Zappa-Hollman, 2018)呼吁语言和内容专家之间建立这种合作伙伴关系,以提高英语媒介教学(EMI)从业者和利益相关者的意识,即语言是“[…][促进特定学科的概念化和问题解决](Yuan, 2021,第2页)。这种对考虑语言和内容相互作用的综合方法的需求,无论是在机构层面还是在教师个人层面,都没有得到足够的重视(Zappa-Hollman, 2018)。显然,提高ICLHE教学质量需要创新方法(Kim et al., 2018)。内容教师对跨学科合作信任模式的普遍积极反应表明,它有助于提高他们对语言认知功能的理解,有助于他们在高等教育教学实践中整合内容和语言。
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引用次数: 0
CLIL for medical universities 医学大学CLIL
J. Valcke, Justyna Gieżyńska, András Nagy, A. Eltayb
This article offers insights into the knowledge, skills and attitudes medical educators need to teach effectively to culturally diverse cohorts of medical students. “CLIL in Medical Education: Reaching for Tools to Teach Effectively in English in a Multicultural and Multilingual Learning Space” (CLILMED), an Erasmus+ Strategic Partnership, designed a profile to assist medical educators in the process of intentional goal-setting and self-reflection around their pedagogy, language and culture. It is the pluricultural outcomes of education that will be addressed here, since favouring the development of knowledge, attitudes and skills related to otherness, plurality and diversity have a direct impact on the quality of healthcare provision (Bradshaw, 2019; Corbett, 2011; Tiwary et al., 2019). Understanding what competences medical educators need in an intercultural classroom greatly influences their ability to intentionally design, implement and develop their teaching. The CLILMED Glocal Competence Profile for Medical Educators, centred around the intended pluricultural outcomes of Content and Language Integrated Learning (CLIL), is intended to clarify and support lifelong learning for helping medical professionals interact effectively and appropriately with students from other linguistic and cultural backgrounds. 
这篇文章提供了医学教育者需要有效地教授医学生不同文化群体的知识、技能和态度的见解。“医学教育中的CLIL:在多元文化和多语言学习空间中寻找有效的英语教学工具”(climed)是伊拉斯谟+战略合作伙伴关系,它设计了一个简介,以帮助医学教育者在有意设定目标的过程中,并围绕他们的教学法、语言和文化进行自我反思。这里要讨论的是教育的多元文化成果,因为有利于发展与他者性、多元性和多样性相关的知识、态度和技能,对医疗保健提供的质量有直接影响(Bradshaw, 2019;Corbett, 2011;Tiwary et al., 2019)。了解医学教育工作者在跨文化课堂中需要哪些能力,将极大地影响他们有意设计、实施和发展教学的能力。climed全球医学教育工作者能力概况以内容和语言综合学习(CLIL)的多元文化成果为中心,旨在阐明和支持终身学习,帮助医学专业人员与来自其他语言和文化背景的学生有效和适当地互动。
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引用次数: 0
"Comencem o no?": “开始还是不开始?”:
Marta Pastor Borràs
Aquest article s’encamina cap a la voluntat de millora de la pràctica docent. L’objecte d’estudi és l’anàlisi del discurs oral d’una professora practicant, alumna del Màster oficial de Formació de Professorat d’Educació Secundària de la Universitat Autònoma de Barcelona de l’especialitat de Llengua i Literatura Catalanes. La pròpia professora novella parteix de l’enregistrament sonor d’una sessió de classe seva, per tal d’analitzar la interacció entre la docent i l’alumnat. La finalitat és valorar quines són les estratègies discursives emprades per la professora novella a l’hora de suavitzar la distància social entre els interlocutors i millorar la seva interacció en un context educatiu on es manifesta un marcat rebuig a expressar-se en català. Per valorar la relació entre professorat i alumnat, s’analitzen les estratègies de proximitat o distància que empra la docent en el seu discurs oral. Es persegueix com a màxim exponent l’anàlisi del possible assoliment de l’equilibri entre autoritat i empatia a l’aula. Es porta a terme una anàlisi qualitativa i quantitativa. Les conclusions apel·len a la necessitat de vetllar per l’esmentat equilibri sense desestabilitzar-lo. L’estudi presenta una autorevisió docent útil per adquirir un aprenentatge vers les estratègies discursives de relació social: una pràctica necessària dins de l'àmbit educatiu.
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引用次数: 0
The A-B-C of The Teaching and Learning of the Middle Level Cycle “Pharmacy and Parapharmacy Technician” in Vocational Education 职业教育中级周期“药学与副药学技术人员”教学的A-B-C
Tònia Cladera Bohigas
The author briefly describes the main purpose of this certificate course, one of the options in vocational training offered by the public education system in Spain. It then gives details about the pedagogical approaches currently being applied in this course as well as the role of language in class and the benefits of using a foreign language instead of the students’ L1. She also gives examples of projects, quality learning tasks and techniques that might be useful to other teachers of vocational courses.
作者简要介绍了该证书课程的主要目的,该课程是西班牙公共教育系统提供的职业培训选项之一。然后详细介绍了目前在本课程中应用的教学方法,以及语言在课堂上的作用,以及使用外语而不是学生的母语的好处。她还举例说明了一些项目、高质量的学习任务和技巧,这些可能对其他职业课程的教师有用。
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引用次数: 0
La relación entre investigación y la práctica en el aula: 课堂研究与实践的关系:
Marilisa Birello, Maria Rosa Gil, R. Delgado, X. Planàs
La relación entre la investigación y la práctica en el aula es una cuestión que interesa y preocupa tanto al mundo académico como al mundo de la escuela. Este artículo presenta la discusión entre tres docentes que trabajan a caballo entre la escuela y la universidad sobre cuestiones candentes relativas a la educación lingüística y literaria, la potencialmente fructífera relación entre escuela y universidad, y la necesidad de creación de puentes institucionales entre ambos ámbitos. Los participantes concluyen que es necesaria una colaboración escuela- universidad que vaya más allá de situaciones concretas y aisladas. Hace falta una propuesta de colaboración que se construya a través del diálogo para dar respuestas a las necesidades que la sociedad cambiante plantea en el día a día de la escuela.
研究和课堂实践之间的关系是学术界和学校都感兴趣和关注的问题。本文介绍了三位在学校和大学之间工作的教师之间的讨论,关于语言和文学教育的紧迫问题,学校和大学之间潜在的富有成效的关系,以及在这两个领域之间建立制度桥梁的必要性。与会者的结论是,学校和大学之间的合作需要超越具体和孤立的情况。我们需要一个通过对话建立的合作建议,以回应不断变化的社会在学校日常生活中提出的需求。
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引用次数: 0
Editorial CJ 5(1) 社论CJ 5(1)
Cristina Escobar Urmeneta
Editorial CJ 5(1)
社论CJ 5(1)
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引用次数: 0
期刊
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education
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