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AELFE Panel on LSP teaching methodologies and CLIL / EMI

CLIL and ESP in Pharmacy: Over-the-counter or prescription English?

Desirée ACEBES DE LA ARADA

Universidad San Jorge (SPAIN)

Monika WOZNIAK

Universidad San Jorge (SPAIN)

This presentation focuses on preliminary findings of a study conducted as part of a teaching innovation project within the subject of English for Pharmacy taught to first-year undergraduate students in Spain. The project seeks to find synergies between content and language learning to better adapt the ESP course to the CLIL context and offer more tailored support to CLIL lecturers and address their new needs arising during the process. For this presentation, we report the findings of a focus group and a questionnaire aimed at finding out the needs and perspectives of experienced CLIL lecturers who integrate English in their Pharmacy subjects and of laboratory staff who work with Pharmacy students and lecturers. The results show that although English is omnipresent and seen as natural in the area of Pharmacy by both lecturers and students, it is integrated mainly in less challenging content and is chiefly treated as an occasion to practice English rather than an integral part of evaluated learning outcomes. In this regard, the ESP course seems to be the only occasion when disciplinary language is ‘prescribed’, monitored and evaluated. Participants’ reflections on the development of CLIL in their subjects reveal that English seems to be viewed as an over-the-counter medicine administered for minor problems and without prescription or follow-up, but with effort and additional workload involved. This, in turn, raises doubts among content lecturers about the actual purpose of the integration of English in their subjects.

REFERENCES

Airey, J. (2011). The disciplinary literacy discussion matrix: A heuristic tool for initiating collaboration in higher education. Across the Disciplines, 8(3). http://wac.colostate.edu/atd/clil/airey.cfm Airey, J. (2012). “I don’t teach language”. The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25(1), 64-79. Airey, J. (2016). EAP, EMI or CLIL? In K. Hyland y P. Shaw (eds.). The Routledge Handbook of English for Academic Purposes, 71–83. Abingdon: Routledge.

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Alcaraz Varó, E. (2014) El inglés profesional y académico. Madrid: Alianza. Arnó-Macià, E., Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes 37: 63–73. Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. Dearden, J. (2014). English as a medium of instruction – a growing global phenomenon. https://www.britishcouncil.es/sites/default/files/british_council_english_as_a_medium_of_instruction.pdf González Ardeo, J. M. (2013). (In)compatibility of CLIL and ESP courses at university. Language Value 5 (1): 24-47. Hutchinson, T., Waters. A. (1987). English for Specific Purposes: A Learning-Centred Approach. Cambridge: Cambridge University Press. Leonardi, V. (2015). Bridging the gap between ESP and CLIL in the university context. Iperstoria – Testi Letterature Linguaggi 5, Spring. Tarnopolsky, O. (2013). Content-based instruction, CLIL, and immersion in teaching ESP at tertiary schools in non-English-speaking countries. Journal of ELT and Applied Linguistics (JELTAL) 1(1): 1-11. Woodward-Kron, R. (2008). More than just jargon-the nature and roles of specialist knowledge in learning disciplinary knowledge. Journal of English for Academic Purposes, 7, 234–249. Woźniak, M. (2017). ESP in CLIL degree programmes.” ESP Today 5 (2): 244-265. Woźniak, M., Acebes de la Arada, M.D. (2018). English for Pharmacy: An ESP course in a CLIL context. Journal of Teaching English for Specific and Academic Purposes 6, 2, Special Issue, 265-275. Woźniak, M., Acebes de la Arada M. D., Bergues Cabrales, J. M., García García, C. B., Giner Parache, B., Langa Morales, E., Lomba Eraso, L., Terrado Sieso, E. (2016). The perfect dose of Scientific English in Pharmacy: CLIL and ESP interconnections. In Breeze R. (ed.). CLIL + Science: New Directions in Content and Language Integrated Learning for Science and Technology, sin páginas. Navarra: Servicio de Publicaciones de la Universidad de Navarra. Woźniak, M., Crean F. (forthcoming). “How do I find the limit?”: Risk management in EMI and CLIL at university. In Carrió-Pastor, M. L., Bellés-Fortuño, B. (eds.). Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI approaches. Palgrave MacMillan Yang, W. (2016). ESP vs. CLIL: A coin of two sides or a continuum of two extremes? ESP Today 4 (1): 43-68.

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La dramatización como técnica metodológica para trabajar la

entrevista clínica en la clase de ELE con fines sanitarios

Laura ARROYO-MARTÍNEZ

Profesor ayudante doctor. URJC (SPAIN)

Dentro de la enseñanza de lenguas con fines específicos, el español con fines sanitarios ha alcanzado gran relevancia en los últimos años. Los médicos, enfermeros y psicólogos que deseen hacer las correspondientes formaciones como residentes en nuestro país, así como otros profesionales de la sanidad que deseen ejercer su profesión en un país hispanohablante necesitan, como objetivo general, alcanzar un nivel C (avalado por los parámetros del MCER) y conforme a una certificación oficial. Dentro de los objetivos específicos que estos profesionales necesitan para poder desarrollar con garantías su profesión se encuentra el dominio de la correcta realización de una entrevista clínica. Por esta razón consideramos algo fundamental trabajar de manera específica la entrevista clínica dentro de la clase de ELE para fines sanitarios. En la presente propuesta de comunicación se plantea como objetivo principal mostrar una propuesta de metodología orientada a la acción en la que, gracias a la técnica de dramatización en el aula de ELE, los alumnos conozcan de manera adecuada las etapas constitutivas de la entrevista clínica y adquieran las técnicas comunicativas necesarias para lograr el éxito en dicha tarea. A través de diversas actividades de simulación dentro del aula los alumnos aprenderán, entre otras habilidades, técnicas de escucha activa y de interrogatorio, manejo de las técnicas para mostrar empatía, capacidad para transmitir información de manera ordenada y adecuada, desarrollo de una correcta comunicación no verbal etc. Todos estos recursos, sin duda alguna, le convertirán en un clínico capaz de mostrar seguridad ante situaciones cotidianas en su práctica diaria. Tras cuatro años de trabajo docente, en los que he implementado esta técnica metodológica, se puede garantizar que los resultados pedagógicos obtenidos han sido muy satisfactorios, por lo que consideramos oportuno presentarlos y compartirlos para que puedan ser implementados en entornos de aprendizaje similares.

Referencias bibliográficas

Chouza-Ínsua, M., Fernández Cervantes, R., Martínez-Rodríguez, A., Medina i Mirapeix, F., Raposo Vidal, I. y Viñas-Diz, S. (2002). Habilidades comunicativas en la entrevista clínica. Fisioterapia, 24 (2), 2002, 90-96.

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Casals Riera, R. (2007). Habilidades de entrevista clínica. En G. Duarte Climents, J. Gómez Salgado y M. B. Sánchez Gómez (coords.), Fundamentos teóricos de la enfermería comunitaria (pp. 335-367). Madrid. Enfo Ediciones. Borrell Carrió, F. (2004). Entrevista clínica: manual de estrategias prácticas. Barcelona, España: SemFYC Fuentes González, A. D. y Fuentes González, I. (2002). Aspectos sociolingüísticos y comunicativos de la entrevista clínica. En IV Congreso de Lingüística General (pp. 1104-1114). Cádiz. Universidad. De las Heras Salord, J. (2017). Comunicación y escucha en la entrevista clínica: ¿Un juego de rol? En L. Mariano Juárez (Ed.), Medicina y Narrativas: notas para la práctica clínica (pp. 39-62). Extremadura, Universidad. Jiménez Dionisio, F. (2002). Estudio lingüístico de la interacción sanitaria: la entrevista clínica (Tesis doctoral). Universidad de Almería. Almería. Casasbuenas Duarte, L. (2008). La entrevista médico-paciente: perspectiva de análisis pragmático-discursivo (Tesis doctoral). Universitat Autònoma, Barcelona.

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Accommodating the syllabus: disabilities in the English for Health Sciences classroom

Begoña BELLÉS-FORTUÑO

Universitat Jaume I (SPAIN)

Ana-Isabel MARTÍNEZ-HERNÁNDEZ

Universitat Jaume I (SPAIN)

Accessibility to education has become a synonym of web and e-learning accessibility (Phipps & Kelly, 2006), since technologies are now present in the educational field. In order to achieve this goal, the European Union and the Spanish Government have respectively developed directives and a Royal Decree where a step is taken towards this equality of conditions and accessibility to the websites and applications for mobile devices to public sector entities, such as universities.

The objective of this project is to find a way to put public education within everyone's reach with the help of new technologies. That is, how adaptability and accessibility of materials play a relevant role in higher education in order to offer the same opportunities to every student. One of the purposes of this study is to define and determine how and when materials should be accommodated according to functional diversity at university and more concretely in a Medical English module.

The Medical English module under study has witnessed in the last years cases of students with rare diseases and the consequent disease outbreaks which have prevented them to attend the practical English lessons, students with severe migraine, a few mild hearing loss and students suffering from cancer and consequently under oncologic treatment. Some of the actions introduced in the alternative pathways include the use of Internet-based communications and other education software (Martins, Steil & Todesco, 2004) that allow students to work on-line and from their homes, hospital or doctor consultations.

References

Martins, C., Steil, A.V. & Todesco, J. L. (2004). Factors influencing the adoption of the Internet as a teaching tool at foreign language schools. Computers & Education, 42 (4), 353–374. Phipps, L. & Kelly, B. (2006). Holistic approaches to e-learning accessibility. Research in Learning Technologies, 14 (1), 69-78.

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Developing multimodal communicative competence in ESP and EMI settings: a collaborative genre-based methodological proposal

Vicent BELTRÁN-PALANQUES

Universitat Jaume I (SPAIN)

Mercedes QUEROL-JULIÁN

Universidad Internacional de La Rioja (SPAIN)

The internationalisation of higher education entails, among others, changes in the status of English, which is widely recognised as the academic lingua franca (Björkman, 2018) and is increasingly becoming the language of education in university programmes (Dafouz & Smit, 2019). In fact, in recent years, we have witnessed how this phenomenon has spread in Europe influencing the nature of higher education classrooms, becoming more multicultural and multilingual. In this scenario, ESP courses, despite not being always present in the internationalisation of the curriculum, have an enormous potential to prepare learners for EMI courses (Arnó-Macià & Aguilar, 2018). Moreover, advances in technology and audiovisual communication as well as the recognition of the multimodal nature of communication and of the artefacts employed in class have contributed to modifying teaching and learning practices. This new internationalised and multimodal setting offers learners with unique opportunities to develop both academic literacy in ELF and multimodal communicative competence (Royce, 2007) in ESP and EMI courses.

In this study, we focus on oral presentations, which are commonly performed in higher education as part of learning assessment practices. However, specific training on how to communicate effectively is rarely received. We argue for training ESP/EMI learners in academic oral presentations by constructing effective meaning from the multiple semiotic modes they have at their disposal. We propose an ESP-EMI team-teaching methodology to teach the specific genre of Pecha Kucha (PK) professional oral presentations by adopting a multimodal centred genre-based pedagogy (Querol-Julián & Fortanet-Gómez, 2019). We exploit the pedagogical potential of this audiovisual genre to develop ESP/EMI learners’ multimodal communicative competence. Through this collaborative methodological proposal, learners will learn specific language (ESP sessions) and content (EMI sessions), and deconstruct and construct the genre (ESP sessions). Finally, learners’ PKs will be performed in class or video-recorded and submitted online. CoRubrics will automate the assessment process comprising peer assessment, self-assessment and ESP-EMI team teachers assessment.

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REFERENCES

Arnó-Macià, E., & Aguilar, M. (2018). ESP, EMI and interculturality: How internationalised are university curricula in Catalonia?. ESP today, 6(2), 184-207.

Björkman, B. (2018). English as a lingua franca in spoken genres in the international university: Introduction. Journal of English as a Lingua Franca 7(2), 225-228. Dafouz, E., and Smit, U. (2019). ROAD-MAPPING English medium education in the Internationalised University. Palgrave McMillan.

Querol-Julián, M. & Fortanet-Gómez, I. (2019). Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students. International Journal of English Studies, 19(2).

Royce, T. D. (2007). Multimodal communicative competence in second language contexts. In T.D. Royce & W.L. Bowcher (Eds.). New directions in the analysis of multimodal discourse (pp. 361-390). Mahwah: Lawrence Erlbaum Associates.

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LSP teacher education and training in Europe: From TRAILs to LSP-TEOC.Pro Ana BOCANEGRA-VALLE University of Cadiz (SPAIN) Mª Dolores PEREA-BARBERÁ University of Cadiz (SPAIN) Teacher education and development is an area within the field of Languages for Specific Purposes (LSP) that has attracted little attention despite its demanding nature (Basturkmen, 2014) and the increasing demand for LSP teachers world-wide (Ding & Campion, 2016). Current literature, however, shows that the education and training of LSP teachers is a matter of concern that is worth investigating (Basturkmen, 2019; Bocanegra-Valle & Basturkmen, 2019; Papadima-Sophocleous, et al. 2019). With the aim of furthering our knowledge on this issue and raising awareness of the work jointly developed by some European scholars within the framework of the Erasmus+ KA2 funded programmes, this paper presents an overview of two international and related projects: TRAILs and LSP-TEOC.pro. Focal questions in this presentation are: Is there any provision of training programmes for pre-service and/or in-service LSP teachers within the European Higher Education Area (EHEA)? Is such provision necessary and/or convenient? What can be done to fill this education and training gap, if any? What do TRAILs and LSP-TEOC.pro have to offer? Earlier presentations from TRAILs partners show that the paucity of LSP training programmes (John et al., 2019) calls for a deeper understanding of what LSP teachers need regarding knowledge and training (Deyrich et al., 2019; Dostal et al., 2019; Jurković, et al., 2019). This presentation, however, will keep a more inclusive perspective by first providing an outline of the work that has so far been carried out, and then, by delving into the different stages of the project and the ways they have been developed to move progressively towards (i) the eventual celebration of a training course for LSP teachers (Bošnjak Terzić, et al., 2019); and (ii) the project that is currently underway and aims at a more enhanced online version of such a training course. Keywords: LSP teacher education; LSP teacher training; TRAILs; LSP-TEOC.pro; Erasmus+ Projects. REFERENCES Basturkmen, H. (2014). LSP teacher education: Review of literature and suggestions for the research agenda. Ibérica, 28, 17-34.

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Basturkmen, H. (2019). ESP teacher education needs. Language Teaching, 52(3), 318-330. doi:10.1017/S0261444817000398 Bocanegra-Valle, A., & Basturkmen, H. (2019). Investigating the teacher education needs of experienced ESP/EAP teachers. Ibérica, 38, 127-149. Bošnjak Terzić, B., Breka, O., & Kereković, S. (2019). LSP Teacher Training Project and Summer School in Zagreb. Poster presented at the 2nd International EAP/ESP Conference Options, Practices and Possibilities of EAP and ESP Practitioners, 20-23 September, University of Crete, Heraklion, Greece. Ding, A., & Campion, G. (2016). EAP teacher development. In K. Hyland, & P. Shaw (Eds.), The Routledge Handbook of English for Academic Purposes, 547-559. London: Routledge. Deyrich, M.C., Leroy, N., & Chateaureynaud, M-A. (2019). Addressing LSP teaching and teacher needs: The TRAILs Project. Paper presented at the 19th Biennial Conference of International Study Association on Teachers and Teaching (ISATT) Education beyond the crisis: new skills, children's rights and teaching contexts, 1-5 July 2019, Sibiu, Romania. Dostal, M., Jurković, V., Mertelj, D., & Podgoršek, S. (2019). LSP teacher training in the EHEA: Multilingual, English, or largely absent? Paper presented at the International Conference A Plurilingual Mindset in European Education Contexts, 12 April, Koper, Slovenia. John, P., Greenwood, R., Jurković, V., Kereković, S., & Kic-Drgas, J. (2019). Identification and analysis of LSP teacher training programmes in Europe. Paper presented at the 3rd ESP conference, 26-27 April, John Hope University, Liverpool, United Kingdom. Jurković, V., Dostal, M., Mertelj, D., & Podgoršek, S. (2019). The needs of LSP teachers in the EHEA. Paper presented at the conference Mediating Specialized Knowledge: Challenges and Opportunities for LSP Communication and Research, 10-12 July, Padova, Italy. Papadima-Sophocleous, S., Kakoulli Constantinou, E., & Nicole Giannikas, C. (2019). ESP Teaching and Teacher Education: Current Theories and Practices. Voillans: Research-publishing.net

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Impacto de la revisión por pares en la (re)construcción de textos

académicos

Mari Mar BOILLOS

Universidad del País Vasco/Euskal Herriko Unibertsitatea (SPAIN)

Los estudios han comprobado la utilidad bidireccional de la revisión por pares como herramienta para la mejora de la escritura académica. Por una parte, los estudiantes aplican sus conocimientos previos al proporcionar feedback a sus pares; por otra parte, el observar textos ajenos crea un efecto catártico y hace que los estudiantes adopten una actitud más crítica con respecto a la propia producción (Huisman et al., 2018). Sin embargo, aún existe la tarea pendiente de explorar si los estudiantes incorporan la información recibida por sus pares y la aprendida cuando reescriben sus textos (Bui y Kong, 2019). Es ahí donde surge esta investigación. Este estudio tiene como objetivo conocer qué impacto tiene la revisión por pares una vez que los estudiantes reescriben sus textos. Se trata de conocer en qué niveles del texto existen cambios y ver estos cuáles son. Para ello, se ha llevado a cabo el análisis cualitativo de los textos producidos por 41 estudiantes del primer curso de un grado universitario de Educación: la primera versión y la versión tras haber recibido el feedback de los pares. Los resultados obtenidos permiten observar que, tras la revisión, los estudiantes se preocupan, especialmente, por evitar el plagio en sus textos y optan por simplificar las construcciones sintácticas. Quedan relegadas, sin embargo, a un segundo plano cuestiones relativas a la precisión léxica o a la ortografía. Estos resultados abren la puerta a implicaciones didácticas para un mejor aprovechamiento de la revisión por pares en la alfabetización académica temprana de los estudiantes de grado.

REFERENCES

Bui, G., & Kong, A. (2019). Metacognitive Instruction for Peer Review Interaction in L2 Writing. Journal of Writing Research, 11 (2), 357-392. doi: 10.17239/jowr-2019.11.02.05

Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education, 43 (6), 955-968, DOI: 10.1080/02602938.2018.1424318

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Interactional practices in teams in English-medium instruction (EMI) settings: How plurilingualism reorganizes the participation framework

Eulàlia BORRÀS

Universitat de Lleida (SPAIN)

English-medium instruction (EMI) is a growing trend in Catalan universities. This “internationalization at home” (Nilsson, 2003) context has important implications at several levels regarding university language policy and actual practices. The chief consequence is that the classes are taught mostly in English by local instructors. Also, the presence of international participants in the classroom requires the use of English as a lingua franca when these exchange students interact in the classroom alongside local students in participation settings such as teamwork.

The scope of this paper focuses on this second set of practices in order to analyze how local and international students interact in small collaborative groups to jointly produce a task in English, as assigned by the instructor. Using an emic and qualitative approach based on conversation analysis (Sacks, 1992), this paper analyzes how students manage and display the plurilingual resources at their disposal to jointly engage in knowledge construction in internationalized settings (Borràs et al. 2012; Gajo, 2007; Hall, 2004; Lüdi, 2006; Masats et al; 2007; Nussbaum & Unamuno, 2000) .

Results seem to indicate that despite asymmetric competences in the English language, students engage in fruitful cooperation towards the resolution of the task assigned by the instructor. The plurilingual practices observed during the interaction in independent teamwork seem to be a help, not a hindrance, towards developing solid competence in the L2.

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Understanding university students’ self-assessment of their ESP project work

Nijolė BURKŠAITIENĖ Institute for Literary, Cultural and Translation Studies, Faculty of Philology, Vilnius University (LITHUANIA)

Self-assessment of teaching and learning English as a foreign language or English for Specific Purposes (ESP) has been extensively investigated from different theoretical perspectives at all levels of education (McNamara & Deane, 1995; Kavaliauskienė, Kaminskienė, & Anusienė, 2007; Burkšaitienė & Teresevičienė, 2008; Andrade & Valtcheva, 2009; Matsuno, 2009; Birjandi & Tamjid, 2012; Micán & Medina, 2015; Huang, 2016; Ünaldi, 2016; etc.), however, little known research has focused specifically on self-assessment used to analyse learning through ESP project work in higher education. The present small-scale study explores undergraduate students’ self-assessment of their ESP project work. It aims to enrich our understanding of how students assess their own work during the process of ESP project preparation and the outcomes of this academic assignment. The study was conducted with the participation of 22 undergraduate students at a university in Lithuania. The data were collected from the participants’ project reports written after project presentations. To analyse the data, qualitative methodology of inductive content analysis was used. The study resulted in the identification and description of three general dimensions and six underlying higher order themes, which cover student-identified benefits of learning through ESP project work, student-identified challenges of learning through ESP project, and student-assessed experience of such learning. The findings demonstrate that self-assessment as used in this research is an effective tool for fostering students’ deep thinking about learning and personal achievement and can be used to align teaching with learning.

REFERENCES

Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48(1), 12-19. http://doi.org/10. 1080/00405840802577544 Birjandi, P., & Tamjid, N. H. (2012). The role of self-, peer- and teacher assessment in promoting Iranian EFL learners’ writing performance. Assessment & Evaluation in Higher Education, 37(5), 513-533. http://doi.org/10.1080/02602938.2010.549204

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Burkšaitienė, N., & Teresevičienė, M. (2008). Integrating alternative learning and assessment in a course of English for law students. Assessment & Evaluation in Higher Education, 33(2), 155-166. http://doi.org/ 10.1080/02602930601125699 Huang, S. (2016). Understanding learners‘ self-assessment and self-feedback on their foreign language speaking performance. Assessment & Evaluation in Higher Education, 41(6), 803-820. http://doi.org/10.1080/02602938.2015.1042426 Kavaliauskienė, G., Kaminskienė, L., & Anusienė, L. (2007). Reflective practice: assessment of assignments in English for Specific Purposes. Ibérica 14, 149-166. Matsuno, S. (2009). Self-, peer, and teacher-assessments in Japanese university EFL writing classrooms. Language Testing, 26(1), 75-100. http://doi.org/10.1177/0265532208097337 McNamara, M. J., & Deane, D. (1995). Self-assessment activities: toward language autonomy in language learning. TESOL, 5, 17-21. Micán, A. D., & Medina, L. C. (2017). Boosting vocabulary learning through self-assessment in an English language teaching context. Assessment & Evaluation in Higher Education, 42(3), 398-414. http://doi.org/10.1080/02602938.2015.1118433 Ünaldi, I. (2016). Self and teacher assessment as predictors of proficiency levels of Turkish EFL learners. Assessment & Evaluation in Higher Education, 41(1), 67-80. http://doi.org/10.1080/02602938.2014.980223

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EMI versus ESP: The impact on students’ language proficiency development

Kornelija ČAKARUN

Faculty of Economics and Business, University of Rijeka (CROATIA)

Branka DRLJAČA MARGIĆ

Faculty of Humanities and Social Sciences, University of Rijeka (CROATIA)

In line with language proficiency development being one of the main motives for undertaking English-medium instruction (EMI) (Drljača Margić and Vodopija-Krstanović 2017), certain studies have indicated a positive effect of EMI on English language learning (cf. Macaro et al. 2018). However, Macaro et al. note a scarcity of research employing objective tests, and call for more focus and clearer conceptualisation in terms of the kind of language, type of test, and inclusion of non-EMI comparison groups. Conversely, some studies suggest that engagement in English-taught programmes is not more efficient in improving language skills than English for specific purposes (ESP) courses (cf. Lei and Hu 2014; Mahboob 2014), which might be due to the fact that language-related learning outcomes are not specified in the curriculum (Pecorari and Malmström 2018).

Hence the present study, which involves EMI and non-EMI students (the first group taking an obligatory ESP course in their first year of study, and the majority of the latter group taking elective ESP courses throughout their bachelor’s programme) and examines whether EMI students’ language gains are larger at the end of their BA studies in comparison to those of non-EMI students.

The study comprises two stages. In stage one, EMI and non-EMI first-year students of the Faculty of Economics and Business in Rijeka, Croatia, were asked to complete a questionnaire investigating their self-perceived English language skills and their attitudes related to the potential future increase in their language proficiency. Furthermore, the students were given the Oxford Quick Placement Test, as well as a C-test and a business English test designed by the authors of the study, with the purpose of testing their general English proficiency and their command of business English respectively. Finally, in an effort to gain an in-depth understanding of the students’ beliefs and expectations, interviews with the students were conducted. Preliminary findings suggest better prospects regarding EMI students’ future English language proficiency levels, and reveal their better performance when it comes to general English proficiency, as well as slightly better results obtained at the business English test. With the aim of investigating and comparing EMI and non-EMI students’ language

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proficiency development during their study, stage two involved adopting the same methodological procedure in the students’ final year of study. The findings point to non-EMI third-year students’ greater progress in general English proficiency and EMI third-year students’ better progress in the area of business English. REFERENCES

Drljača Margić, Branka and Irena Vodopija-Krstanović. 2017. Uncovering English-medium instruction:

Glocal issues in higher education. Frankfurt am Main: Peter Lang.

Lei, Jun and Guangwei Hu. 2014. Is English-medium instruction effective in improving Chinese

undergraduate students’ English competence? International Review of Applied Linguistics in Language

Teaching 52(2). 99–126.

Macaro, Ernesto, Samantha Curle, Jack Pun, Jiangshan An and Julie Dearden. 2018. A systematic

review of English medium instruction in higher education. Language Teaching 51(1). 36–76.

Mahboob, Ahmar. 2014. Meeting the challenges of English-medium higher education in Hong Kong.

International Review of Applied Linguistics in Language Teaching 52(2). 183–203.

Pecorari, Diane and Hans Malmström. 2018. At the crossroads of TESOL and English medium

instruction. TESOL Quarterly 52(3). 497–515.

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ESP materials and English as a lingua franca: what is the situation in

Tourism?

Júlia CALVET-TERRÉ Universitat de Lleida (SPAIN) Enric LLURDA Universitat de Lleida (SPAIN)

The global establishment of English as a lingua franca (ELF) in the last decades of the 20th century has brought the area of English language teaching to a reconceptualization of what it means to teach English and what elements should be prioritized (Seidlhofer 2011, Llurda 2016). In the area of English for Specific Purposes, such conceptualization has been rather restricted to the teaching of Business English, in which area the acronym BELF (Business English as a Lingua Franca) has been established in the literature (Kankaaranta et al., 2015). However, other areas have paid scant attention to the changing role of English in ELT.

At the same time, there has a been a recent interest in the analysis of ELT materials, and textbooks in particular, with regard to their treatment of different issues such as gender, race, social class, and also ELF (Gray, 2002, 2010; Setyono and Widodo, 2019; Shin et al., 2011; Vinall and Shin, 2018; Yuen, 2011). In particular, the analysis of how English textbooks deal with the actual lingua franca uses of English in the word has given some relevant results (Chan, 2020; Galloway and Rose, 2018; Guerra and Cavalheiro, 2019; Vettorel and Lopriore, 2013; Vettorel, 2018).

In this paper, we intend to cover the gap in the analysis of 3 different ESP textbook series in the discipline of tourism. The analysis uses the frame established by Vettorel and Lopriore (2013) for their analysis of ELT textbooks, in order to discover ways in which such textbooks heavily rely on native speakerist conceptions of the language (Holliday, 2005).

REFERENCES

Chan, H. J. Y. (2020). Towards English as an international language: The evolving ELT curricula and textbooks in Hong Kong. International Journal of Applied Linguistics, 30, 2: 244-263.

Galloway, N. & Rose, N. (2018). Incorporating Global Englishes into the ELT classroom. ELT Journal, 72 (1), 3-14.

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Gray, J. (2002). ‘The global course book in English Language teaching’ In D. Block and D. Cameron (eds.). Globalization and Language Teaching. London: Routledge.

Gray, J. (2010). The branding of the new capitalism: Representations of the world of work in English language textbooks. Applied Linguistics, 31, 714–733.

Guerra, L. & Cavalheiro, L. (2019). When the textbook is not enough: how to shape an ELF classroom? In N. C. Sifakis & N. Tsantila (Eds), English as a lingua franca for EFL contexts (pp. 117-131). Bristol, UK: multilingual matters.

Holliday, A. (2005) The struggle to teach English as an international language. Oxford: OUP.

Kankaaranta, A. L. Louhiala-Salminen & P. Karhunen (2015) English in multinational companies: implications for teaching “English” at an international business school. Journal of English as a Lingua Franca 4, 1: 125-148.

Llurda, E. (2016) Native speakers, English, and ELT: changing perspectives. In G. Hall (ed.) The Routledge Handbook of English Language Teaching. 51-63. Routledge.

Seidlhofer, B. (2011) Understanding English as a lingua franca. Oxford: OUP.

Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: A critical discourse analysis. Intercultural Education, 1-15.

Shin, J., Eslami, Z., & Chen, W. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture, and Curriculum, 24, 253-268.

Vettorel, P. (2018). ELF and communication strategies: Are they taken into account in ELT Materials? RELC Journal, 49, 58-73.

Vettorel, P. & Lopriore, L. (2013). Is there ELF in ELT coursebooks? Studies in second language learning and teaching, 3 (4), 483-504.

Vinall, K., & Shin, J. (2018). The construction of the tourist gaze in English textbooks in South Korea: Exploring the tensions between internationalisation and nationalisation. Language, Culture and Curriculum, 32(2), 173-190

Yuen, K. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65, 458–466

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Integrating content learning and ESP: a proposal for the business and economics disciplines Irene CASTELLANO-RISCO University of Extremadura (SPAIN) Rafael ALEJO-GONZÁLEZ University of Extremadura (SPAIN) José PEÑA-GARCÍA University of Extremadura (SPAIN)

In the last decades, there has been a rising concern about the internationalization of European Higher Education Institutions. This has resulted in a widespread number of practices attempting to promote an international awareness and concern, which are usually classified according to the context whether they are implemented: either at home universities (“internationalization at home”) or in other international institutions (“internationalization abroad”; Beelen & Jones, 2005). Focussing on the former, some examples of these practices can be the English as a Medium of Instruction (EMI), or English for Specific Purposes (ESP) programmes. However, there is an acknowledged lack of materials adapted to these new ways of teaching in HE (Aguilar & Rodriguez, 2012; Coelho, in preparation; Piquer-Píriz & Castellano-Risco, forthcoming). Addressing this situation, INCOLLAB (Interdisciplinary Collaborative Approaches to Learning and Teaching; Morgado et al., 2020), a European-funded project, emerged with the aim of developing interdisciplinary, content-based online Open Educational Resources (OERs) for Higher Education.

This paper describes two OER proposals to work on contents related to economics in English and reports on preliminary results on their implementation in two sets of BA economics students: a group of ESP learners attending the subject ‘English for Economists’, and a second group of learners attending EMI lessons, i.e., disciplinary subjects taught in English. First, modules were designed by a group of content and language-specialist lecturers. Then, modules were implemented during class time. Finally, students were asked to fulfil a questionnaire in order to check whether the module was appropriate for their L2 level and area of interests. Data will be analysed considering the differences between both groups of learners (ESP vs EMI). Results will be discussed in relation to the adaptations that may be needed to make the most of the modules in the different teaching contexts.

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REFERENCES

Aguilar, Marta, and Rosa Rodríguez. 2012. Lecturer and Student Perceptions on CLIL at a Spanish University. International Journal of Bilingual Education and Bilingualism, 15(2), 183–197. Beelen, Jos, and Elspeth. Jones. 2015. Redefining Internationalization at Home. In Redefining Internationalization at Home, edited by R. Pricopie, J. Salmi, P. Scott, and A. Curai, 67–80. Dordrecht: Springer. Coelho, Margarida. in preparation. The Potential of the CLIL Approach with Higher Education Teachers in Portugal: A Linguistic Needs Analysis Study at the Polytechnic Institute of Portalegre. PhD dissertation Spain: University of Extremadura. Morgado, Margarida, Luis García et al. 2020. Interdisciplinary learning and teaching. Digital collaborative methodological guidelines. INCOLLAB (Erasmus+ Strategic Partnership Project (KA2). Project number: 2019-1-CZ01-KA203-061163. Piquer-Píriz, A., & Castellano-Risco, I. (forthcoming). Lecturers’ training needs in EMI programmes: Beyond language competence. Revista Alicantina de Estudios Ingleses, 35.

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Intervención pedagógica para el abordaje de nominalizaciones complejas en el discurso científico en inglés como lengua adicional Karina Verónica DE FRANCESCO Universidad de Buenos Aires (Argentina) Laura Patricia ROSETI Universidad de Buenos Aires (Argentina) Natalia BRON Universidad de Buenos Aires (Argentina)

En la Facultad de Farmacia y Bioquímica de la Universidad de Buenos Aires, la enseñanza de Inglés se centra en la lectocomprensión del discurso científico, concebida desde un abordaje global, interactivo y estratégico mediante un enfoque sicosociolingüístico (Goodman, 1994) y transaccional (Rosenblatt, 1994) que reconoce el rol preponderante de la activación de conocimientos previos y promueve la elaboración de hipótesis de lectura y una posterior conceptualización eficaz. Los artículos de investigación suelen apelar –especialmente en sus títulos– a estructuras compuestas por sintagmas nominales complejos y, al ser compactos conceptuales que identifican y refieren al contenido del estudio, su tratamiento constituye una de las primeras estrategias de nuestro abordaje. Desde una perspectiva contrastiva, las funciones sintácticas que diferencian las nominalizaciones en inglés de las ocurrentes en español suscitan dificultades significativas en el plano semántico pragmático. Para comprobar si una intervención pedagógica específica propicia la construcción de sentido, se desarrolló una taxonomía que permitió determinar tipos de aglutinaciones en los sintagmas nominales y graduarlos según su complejidad. Con la participación de la totalidad de los estudiantes del segundo cuatrimestre de 2018, se llevó adelante un estudio experimental, aleatorio y controlado en el que el grupo experimental recibió una instrucción referida a dicha taxonomía. En una primera etapa, se analizaron –tanto en el plano conceptual como en el de la expresión– las hipótesis de lectura y las oraciones síntesis para determinar si la intervención pedagógica había favorecido una conceptualización correcta, completa y específica. Finalmente, para corroborar estos resultados, se analizaron nuevamente las hipótesis mediante su comparación con las “ideas unidad” (Madruga, 1996) comprendidas en el texto original para observar los modos de recuperación de la información y elucidar el grado de congruencia conceptual. Presentaremos los resultados y las conclusiones referidas a la incidencia de la instrucción específica sobre las nominalizaciones complejas en el discurso científico. REFERENCIAS Madruga, J. A. G., Cordero, J. M., Luque, J. L., & Santamaría, C. (1996). Intervención sobre la comprensión y recuerdo de textos: un programa de instrucción experimental. Infancia y aprendizaje, 19(74), 67-82.

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Goodman, K. (1994). Reading, writing, and written texts: A transactional sociopsycho-linguistic view. Theoretical models and processes of reading, Newark. DE: International Reading Association. Rosenblatt, L. (1994). “The Transactional Theory of Reading and Writing”. En R. Ruddell et al. (1994:1057-92) Theoretical Models and Processes of Reading. Fourth Edition. Newark, Delaware: International Reading Association.

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Delving into verbal routines while dealing with content knowledge transmission in EMI

Aintzane DOIZ

University of the Basque Country UPV/EHU (SPAIN)

David LASAGABASTER

University of the Basque Country UPV/EHU (SPAIN)

Cognitive discourse functions (CDFs) are “verbal routines that have arisen in answer to recurring demands while dealing with curricular content, knowledge items and abstract thought” (Dalton-Puffer 2016: 29). The study of the CDFs observed in the classroom (Dalton-Puffer and Bauer-Marschallinger, 2019; Lorenzo and Dalton-Puffer, 2016) has contributed to the analysis of the integration of content and language, an issue of great importance in the pedagogical approach of CLIL (content and language integrated learning) at secondary school. Yet, no similar studies have been conducted in the context of English medium instruction (EMI) at university level, where attention to content dominates over form. In this presentation we address this gap by analyzing the CDFs attested in some EMI classes at the University of the Basque Country UPV/EHU (Spain). To this end, we video-taped and transcribed 6 two-hour classes in History. The classes were taught by three lecturers with different teaching styles ranging from teacher-fronted to the more student-inclusive. In particular, we sought to address two research questions: (i) are there any tendencies observable in the use of CDFs?, (ii) are there any differences in the nature of the CDFs of the three lecturers? The results revealed general tendencies in which the CDFs of report, describe, explain and define prevailed over the CDFs of classify, evaluate and explore in the teachers’ discourses. When the CDFs of the individual lecturers were compared, slight differences were noticeable. The results were interpreted in relation to the general goals and competences of the discipline of history and ‘L2 historical literacy’ (Lorenzo and Dalton-Puffer, 2016) crucial for learning history in the L2.

REFERENCES

Dalton-Puffer, C. (2016). Cognitive Discourse Functions: Specifying and Integrative Interdisciplinary Construct. In T. Nikkula, E. Dafouz, P. Moore, U. Smit in Conceptualising integration in CLIL in multilingual education (29-54). Bristol (UK): Multilingual Matters.

Dalton-Puffer, C., and Bauer-Marschallinger, S. (2019). Cognitive Discourse Functions meet historical competences. Journal of Immersion and Content-Based Language Education, 7(1), 30-60.

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Lorenzo, F. and Dalton-Puffer, C. (2016). Historical literacy in CLIL: Telling the past in a second language. In T. Nikkula, E. Dafouz, P. Moore, U. Smit in Conceptualising integration in CLIL in multilingual education (55-72). Bristol (UK): Multilingual Matters.

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Motivations and challenges of an engineering lecturer to implement EMI and innovative methodology Xavier ESCALER Universitat Politècnica de Catalunya (SPAIN) Marta AGUILAR Universitat Politècnica de Catalunya (SPAIN) Elisabet ARNÓ Universitat Politècnica de Catalunya (SPAIN)

Universities in Spain, exemplary of southern European universities, have only recently implemented English-medium instruction (EMI) courses and programs as actions that drive internationalization (Wächter & Maiworm, 2014). Probably because EMI is less widespread than in other regions areas, university policies have not deployed specific EMI implementation strategies, so that the decision to embark on EMI is often left in the hands of individual lecturers, who tend to be motivated towards the use of English, internationalization or teaching innovation. This study delves into such motivations from the perspective of an engineering lecturer, analyzing the personal views that an engineering EMI lecturer who teaches undergraduate students at a Spanish university holds on EMI and teaching innovation. With the aim of exploring the drivers for both EMI and teaching innovation and of finding out the extent to which they influence each other—does EMI implementation lead content lecturers to reappraise their courses on a broader level or are innovative lecturers more prone to engage in EMI?—this paper will examine a content lecturer’s views using a semi-structured interview and situated recall techniques based on the watching of videoed lectures. The analysis of the lecturer’s views on EMI and its implementation at Bachelor’s level in a Spanish university can shed light on how those views and underlying motivations relate to a number of aspects, such as linguistic and cognitive demands made on students, the development of teaching materials, student participation in class, and assessment. Findings are expected to help us gain insight into the intrinsic and extrinsic motivations of an EMI lecturer, as well as into the interplay between EMI and teaching innovation. By listening to EMI lecturers’ voices, researchers and policy makers can obtain a first-hand picture of the motivations that lead lecturers to embark on EMI as well as of the challenges that they encounter during implementation.

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Analysis of linguistic mediation in the English classroom from the teacher’s perspective Miguel FERNÁNDEZ-ÁLVAREZ Universidad Politécnica de Madrid (SPAIN) Silvia GARCÍA-HERNÁNDEZ Universidad de Alcalá (SPAIN)

The year 2001 represented a starting point for the teaching of languages all over Europe, with the publication of the Common European Framework of Reference for Languages (CEFR). One of the major contributions of the Council of Europe (2001) was the establishment of different language proficiency levels (A1-C2), which helped determine what was expected from students for both productive and receptive activities. However, the concept of linguistic mediation received little attention at that time. In 2018, after the publication of the CEFR Companion Volume (Council of Europe, 2018), a revision of the curriculum in force for the English subject in the Bilingual Sections in the Community of Madrid was implemented. One of the main changes was the inclusion of the concept of linguistic mediation in the subject “Advanced English” in the last stage of secondary education. The few studies on linguistic mediation in the classroom focus on Content and Language Integrated Learning (CLIL). They have shown that the language and content demands of Foreign Language mediation may explain why more dialogic interaction has been identified in CLIL classrooms (Nikula, 2007) and why CLIL learners have outperformed non-CLIL peers (Baetens-Beardsmore, 2008). In an attempt to understand how linguistic mediation strategies and activities are being developed in real classroom contexts, this study has focused on teachers’ perceptions of linguistic mediation. A questionnaire and a focus group were used to examine teachers’ understanding and awareness of linguistic mediation, as well as the type of mediation activities that are relevant for their students and the extent to which they include linguistic mediation activities and strategies in their lessons. Additionally, the study has shown some of the deficiencies that exist in the way linguistic mediation is currently being addressed in the classroom, as well as teachers’ needs in order to better implement it. REFERENCES Baetens-Beardsmore, H. (2008). Multilingualism, cognition and creativity. International CLIL Research Journal, 1, 4-19.

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Council of Europe (2001). Common European Framework of Reference for Language Learning, Teaching and Assessment. Cambridge University Press. Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with new Descriptors. Council of Europe. Nikula, T. (2007). The IRF pattern and space for interaction: comparing CLIL and EFL classrooms. In C. Dalton-Puffer & U. Smit (Eds.), Empirical Perspectives on CLIL Classroom Discourse (pp.170-204). Peter Lang.

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Translanguaging in the EMI classroom: potential benefits and pedagogical implications Marta GUARDA Eurac Research (Bolzano/Bozen, ITALY) Fiona DALZIEL University of Padova (ITALY) As the phenomenon of English-Medium Instruction (EMI) gains momentum in Italian higher education, questions arise as to the relationship between English and the local language in formal educational settings. What still seems to prevail, at least at a formal level, is an approach that favours the exclusive use of English over Italian. This implicitly supports the consolidated yet contested idea that content learning is best promoted through monolingual pedagogical practices (Doiz & Lasagabaster, 2017). An English-only approach is also what seems to characterise the EMI provision of the university where the current study was conducted and where, despite the growing number of programmes now offered through English, no official language policy has been developed yet regarding classroom language use.

The present paper addresses the relationship between English and the use of the local language by offering insights on translanguaging practices (García, 2009) as adopted by EMI students. The paper first looks at student perceptions of translanguaging through the analysis of semi-structured interviews and a focus group. The analysis of the responses given by the 40 participants in the study shows that translanguaging is indeed activated on the part of both lecturers and students. Yet, the adoption of these practices seems to generate mixed feelings depending on the nature and aim of the activity and the number and type of interlocutors involved. The paper then draws on the analysis of the transcripts of a selection of EMI classes to unveil the activation of translanguaging practices, with special attention given to students’ communicative aims. The analysis highlights that flexibility in classroom language use can be beneficial both at a cognitive level, promoting deeper understanding of the contents, and at a social level, strengthening cooperation among peers. Based on this, the paper concludes by suggesting possible future directions to raise lecturers’ and students’ awareness of the positive pedagogical implications that translanguaging may have in EMI teaching and learning.

REFERENCES Doiz, A., & Lasagabaster, D. (2017). Teachers’ beliefs about translanguaging practices. In C.M. Mazak & K.S. Carroll (Eds.), Translanguaging in Higher Education (pp. 157-176). Bristol: Multilingual Matters.

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García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 140-158). New Delhi: Orient Blackswan.

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The topic of topic in LSP Katherine GUERTLER OTH Regensburg (GERMANY)

Eric KOENIG TH Nuremberg (GERMANY) Language cannot be divorced from meaning, and approaches such as content-based instruction or task-based learning are commonly used in the foreign language classroom. The use of authentic teaching materials and “real-world” tasks have been found to enrich the learning experience and provide motivation for learners (e.g. Pica 2008, Long 2015). Yet while significant attention has been paid to task types and their development (e.g. Skehan, 1998, 2014; Bowler and Parminter, 2002; Lynch 2009), far less discussion has been devoted to the selection of the topics to be used, an issue particularly salient in the LSP classroom. This talk aims to codify the elements of topic selection in content-based instruction and LSP in particular by identifying three main approaches: 1) Expansion, in which established concepts are extended to related surface-level themes (commonly used in both general English and low-specialization LSP courses); 2) Intensification, in which a particularly relevant topic is pursued to a greater depth (especially prevalent in highly specialized LSP); and 3) Ricochet, in which topics are selected without a pronounced motivation for thematic continuity (a solution used especially with mixed groups, where disparate needs and expectations should be fulfilled in a single course). The model is elaborated with examples from language coursebooks and instructor-designed curricula with particular focus on the learner situation, so that facilitators can consciously apply different topic selection approaches to best serve the course goals and learner needs. REFERENCES Bowler, B., & Parminter, S. (2002). Mixed-level teaching: Tiered tasks and bias tasks. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 59–68). Cambridge, England: Cambridge University Press. Long, M. H. (2015). Second language acquisition and task-based language teaching. Chichester, England: Wiley. Lynch, T. (2009). Teaching second language listening. Oxford, England: Oxford University Press.

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Pica, T. (2008). Task-based instruction. In N. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education, volume 4: Second and foreign language education (2nd ed., pp. 71–81). New York, NY: Springer. Skehan, P. (1998). A cognitive approach to language learning. Oxford, England: Oxford University Press. Skehan, P. (2014). Processing perspectives on task performance. Amsterdam, Netherlands: John Benjamins.

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Greek university students’ foreign language learning classroom anxiety: a case study

Ourania KATSARA

University of Patras (GREECE)

Learners sometimes come to the foreign language classroom with certain perceptions about what foreign language learning means, which in turn may influence their approach to the actual process of learning. Even though there is evidence in the literature on Greek students’ perceptions on foreign language learning in state institutions, there is scarce data on university Greek students’ foreign language learning profile in relation to sources of anxiety. This article investigates Greek students’ anxiety in the foreign language classroom with regard to the type of situations that causes this anxiety. 175 first year students in three departments in University of Patras enrolled to attend English for Specific Purposes (ESP) courses participated in the survey completing the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986). The results showed that Greeks mostly reported a neutral attitude towards various situations that cause anxiety in the foreign language classroom. However, most Greeks worried about the consequences of failing foreign language tests and felt fear of negative evaluation arising from their need to make a positive social impression on their teachers and classmates. Additionally, students’ commentary indicated incidents that caused anxiety stemming from teachers’ questions and answers, speaking in class and the impact of Greek culture on learning. A set of key parameters that need to be investigated further are noted while some preliminary pedagogical implications in relation to the teacher’s role on addressing anxiety in the Greek tertiary foreign language classroom instruction are offered.

Key words: language anxiety, foreign language teaching, Greek students, English for Specific purposes, higher education

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LSP teacher perspectives on alternative assessment practices at European universities amid the COVID-19 crisis and beyond

Rita KORIS

Pázmány Péter Catholic University (HUNGARY)

Ágnes PÁL

Budapest Business School (HUNGARY)

Scholars (Brown, 2005; Earl, 2013; O’Sullivan, 2012; Rea-Dickins, 2007) have long shed light on the pitfalls of a number of traditional assessment methods, which have instantly become obsolete with the transition to remote teaching due to the COVID-19 pandemic. The need for identifying good practices of alternative assessment is now paramount, therefore this presentation focuses on the assessment-related experiences of teachers of languages for specific purposes (LSP) at European higher education institutions (HEIs) during the pandemic. Building on previous research into innovative assessment practices and e-assessment processes (Boud & Soler, 2016; Cano & Ion, 2017; East, 2016; Hidri, 2021; Romeu Fontanillas et al., 2016; Vogt & Tsagari, 2014), as well as recent literature on emergency remote teaching (ERT) (Hodges et al., 2020; Ferdig et. al, 2020), this study explores the perceptions that university LSP teachers have of the alternative assessment practices, the integration of these innovative assessment approaches into LSP teachers’ pedagogical thinking and their possible application in the post-COVID era. The research adopted a mixed-method approach by combining a European-wide questionnaire study administered to LSP teachers (N=177) at various HEIs across Europe with in-depth interviews conducted with a selection of respondents (n=12). Assessment tasks used in LSP courses were categorized based on Bloom’s revised taxonomy of educational objectives proposed by Anderson and Krathwohl (2001) to identify which categories evoked higher perceived effectiveness. The results of this study indicate that LSP teachers consider complex tasks that target the development of students’ higher order thinking skills (HOTs) to be more effective methods of assessing student knowledge when teaching remotely. The implications of this study may advocate a growing trend towards a wider use of alternative assessment methods in LSP courses at HEIs. Keywords: COVID-19, alternative assessment, languages of specific purposes (LSP), online teaching, mixed-method study

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REFERENCES

Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman. Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment and Evaluation in Higher Education, 41(3), 400-413. https://doi.org/ 10.1080/02602938.2015.1018133 Brown, S. (2005). Assessment for learning. Learning and Teaching in Higher Education, 1, 81-89. https://pdfs.semanticscholar.org/acad/c6895b3b6bd96e592528c2 66964c45ec3df.pdf Cano, E., & Ion, G. (Eds.). (2017). Innovative practices for higher education assessment and measurement. IGI Global. Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximize student learning. SAGE. East, M. (2016). Assessing foreign language students’ spoken proficiency: Stakeholder perspectives on assessment innovation. Springer. Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.). (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/ Hidri, S. (Ed.). (2021). Perspectives on language assessment literacy: Challenges for improved student learning. Routledge. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSEReview. https://er.educause.edu/articles/2020/3/the-difference- between-emergency-remote-teaching-and-online-learning. O’Sullivan, B. (2012). Assessment issues in Languages for Specific Purposes. The Modern Language Journal, 96, 71-88. https://doi.org/10.1111/j.1540-4781.2012.01298.x Rea-Dickins, P. (2007). Classroom-based assessment: Possibilities and pitfalls. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (pp. 505-520). Springer. Romeu Fontanillas, T., Romero Carbonell, M., & Guitert Catasús, M. (2016). E-assessment process: Giving a voice to online learners. International Journal of Educational Technology in Higher Education, 13(20), https://doi.org/10.1186/s41239-016-0019-9.

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Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402. https://doi.org/10.1080/15434303.2014.960046.

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Including Multiple Knowledge Perspectives Within a Blended English Language Learning Curriculum in a Global Context

Karin LUNDBERG

City University of New York, Hostos Community College (USA)

General education curricula and learning outcomes have gained attention in U.S. undergraduate education. Often missing in the discussion is the inclusion of the diverse learning environments that exist in higher education institutions nationwide. This paper discusses the definition of global citizenship in the context of a global learning environment. It further describes a novel approach to this challenge through a blended high intermediate curriculum in academic ELL (English Language Learning) at a diverse, multilingual community college in New York. The curriculum is built on the inclusion of diverse knowledge perspectives and the multiplicity of meanings, derived from students’ bicultural backgrounds. This principle forms the foundation of the curriculum built around the theme The City in World History and focuses on topics such as human communication, diversity and tolerance, power structures, and moral value systems. The purpose is to help students gain an orientation in historical time and place and allow a sharing of perspectives which can help form connections between their own reference framework and the ones of their peers. The blended format of language instruction is an online platform which allows for development of voice in the second language, strong learner autonomy and independent sharing of ideas through listening and reading exercises, and reflective writing assignments such as journals and discussion groups and blogs. The curriculum has been piloted in four cohorts over two years. Preliminary observations include enhanced learner motivation and a stronger sense of belonging in the academic learning environment which may enhance students’ general language skills and greater academic success. This is evidenced by high retention rates and a high grade average in the subsequent required freshman composition course. Ultimately, through such a learning experience based on their individual context, students may position themselves as citizens of global society regardless of their cultural backgrounds.

REFERENCES

Ette, O. (2016). Transarea: A literary history of globalization. (M.W. Person, Trans.). Berlin, Boston: De Gruyter.

Gay, G. (2012). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teacher College Press.

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Lin, C., & Zaccarini, M. (Eds.). (2020). Internationalization in Acton. Bern, Switzerland: Peter Lang US. Retrieved June12, 2021, from https://www.peterlang.com/view/title/69985

Lundberg, K. (2015) Networking knowledge: Considering Alexander von Humboldt’s legacy in a new shared space in education. International Humboldt Review, HiN – Humboldt Im Netz, HiN 30. Retrieved from: http://www.unipotsdam.de/romanistik/hin/hin12/ette.html

Lundberg, K. (2019) A New Global Space: Rethinking General Education in the New Global Learning Environment. Journal of General Education: A Curricular Commons of Humanities and Sciences. Volume 68,Issues 3-4, 144-152 Nelson, M. (2006) Mode, Meaning and Synaesthesia in Multimedia L2 Writing. Language Learning and Technology, Vol.10, No.2, May 2006, 56-76. Retrieved from: http://llt.msu.edu/vol10num2/nelson/default.html

Thesen, L. (1997) Voices, Discourse, and Transitions: In Search of New Categories in EAP. TESOL Quarterly, vol. 31, no. 3, 487-511

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Disciplinary literacies and EMI: a close look at written assignments and written corrective feedback

Guzman MANCHO-BARÉS

Universitat de Lleida (SPAIN)

Zhang & Chang define disciplinary literacies “as discipline-specific speaking, listening, reading and viewing, writing and creating of verbal and multimodal texts as integral to disciplinary activities, and as a way of empowering newcomers to a discipline with the tools for both functioning in the discipline and negotiating their place in it” (2017: 137). Such an overarching construct is applied to the research of student writing in the context of EMI in higher education. Specifically, this paper reports on the genre-analysis of two written activities submitted for assessment purposes in the context of a STEM subject taught through English at a middle-sized HEI in southern Europe. The data collected consist of written assignments for assessment purposes and the written corrective feedback (WCF) provided by the instructor on the written assignments. The macro-structure of the written texts is analyzed using genre analysis (Nesi & Gardner 2012); in turn, EMI lecturers' written corrective feedback (WCF) provided on the assignments is examined as Focus-on-Form instances (Long & Robinson, 1998). The genres students submit for assessment purposes document students’ developmental process of becoming functionally literate in a STEM subject taught through English, while lecturers' WCF provides first-hand experts' red and green lines to students' use of disciplinary English. Pedagogical implications and connections with ESP are also discussed for the benefit of prospective students of STEM disciplines taught through English.

REFERENCES

Long, M. & P. Robinson (1998). Focus on form: Theory, research and practice. In C. Doughty & J. Williams (eds.). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press. pp. 15–41.

Nesi. H. & S. Gardner (2013). Genres across the Disciplines: student writing in higher education. Cambridge: CUP.

Zhang, Z. & E. Chan (2017). Editorial: Current research and practice in teaching disciplinary literacies. ESP Today 5(2): 132-147.

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Multimodal analysis of two EMI lectures by two lecturers of the Tourism degree at a Catalan university

Xavier MARTIN RUBIÓ Universitat de Lleida (SPAIN)

The number of English Medium Instruction subjects at Universitat de Lleida (Catalonia) has experienced a surge in the last few years. A number of EMI lectures from different degrees have been collected in the past two years as part of the Erasmus+ teaching innovation project TAEC. This presentation focuses on the analysis of two lectures by two different lecturers (let’s call them Beatriu and Ester) in the Tourism degree. The analyses focus on the fluency and pronunciation accuracy of the lecturers, the languaging and language-related-episodes that occur in the lectures, and on interaction and emotional aspects of the class sessions, taking the function of the speech acts, paralanguage, kinesics and proxemics into account.

The analyses yield information to be shared with the lecturers. Fluency and pronunciation accuracy measures indicate that Ester is more fluent and more accurate than Beatriu. They hardly ever switch into Catalan, although they tolerate the use of languages other than English in class on the part of the students. In interactional terms, Ester gives few opportunities to students to expand on their turns when she initiates interactional episodes within monological stretches. However, when students are working in groups, she moves into the interactional space and engages in very long and natural conversations. Ester is more accommodating when she engages in interaction within a monological stretch, but adopts a more supervisory stance when students are working in groups.

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La desmotivación en el aprendizaje de contenidos a través del

inglés como medio de instrucción (EMI) en la enseñanza superior en

la Universitat d’Alacant

María del Carmen MÉNDEZ-SANTOS

Universitat d’Alacant (SPAIN)

El inglés se ha asumido como vehículo de la comunicación en el nuevo orden mundial lingüístico (Marsh, 2006, p. 29) hasta el punto de considerarlo una “habilidad básica” (Graddol, 2006, p. 118). Por ello, los diseñadores de los sistemas educativos han decidido incorporarlo como una asignatura obligatoria (Moustaoui, 2004; Hu, 2005; Gottlieb, 2011), aunque no siempre con los resultados esperados (Kaplan, Baldauf y Kamwangamalu, 2011; Baldauf, Kaplan, Kamwangamalu y Bryant 2011), dado que algunas políticas lingüísticas educativas han fracasado. Por supuesto, las universidades no son ajenas a esta situación y entre sus estrategias de trabajo han incluido el aprendizaje de LE. En consecuencia, la expansión en los últimos años de los programas con enseñanza en inglés en Europa casi se ha cuadruplicado desde 2007 (Wächter y Maiworm, 2014, p. 16). Este crecimiento exponencial en los sistemas educativos se ha dado a pesar de que se han constatado diversos retos que aún están por solventar desde el punto de vista lingüístico, cultural, institucional y estructural (Bradford, 2016). Justamente para reflexionar sobre las limitaciones y dificultades del uso del inglés como lengua de instrucción con respecto a los aspectos motivacionales presentamos esta investigación cualitativa basada en un análisis de contenidos codificados en clústeres mediante el software QDAMiner.

En este trabajo tomamos el testigo señalado por Doiz, Lasagabaster y Sierra (2014) sobre la necesidad de ampliar el número de trabajos sobre la motivación dada su importancia para el aprendizaje y, ya de un modo concreto, seguimos también la línea iniciada por Morell et al. (2014) que reflexionaban en su artículo sobre las motivaciones de los estudiantes de la Universidad de Alicante para estudiar en inglés y de cuáles eran sus necesidades. Considerando estos antecedentes, este trabajo viene a aportar un acercamiento diferente, ya que tiene en cuenta no los motivos por los que deciden estudiar contenidos en inglés, sino el lado oscuro de la motivación: el por qué no lo hacen o por qué dejan de estar interesados en ello. En consecuencia, analizamos la amotivación o, en otras palabras, por qué teniendo la opción, el alumnado no toma la decisión de hacerlo, y, por otra parte, la desmotivación, es

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decir, por qué durante el proceso de aprendizaje los aprendices experimentan una bajada en su interés.

REFERENCES Baldauf, R.; Kaplan, R.B.; Kamwangamalu, N.; y Bryant, P. (2011). Success or failure of primary/second foreign language programmes in Asia: what do the data tell us? Current issues in Language Planning, 12 (2), 309–323. Bradford, A. (2016). Toward a typology of Implementation Challenges Facing English-Medium instruction in Higher Education: Evidence from Japan. Journal of Studies in International Education, 20 (4): 339-356. Doiz, A.; Lasagabaster, D. y Sierra, J.M. (2014). Giving voice to the students: What (de)motivates them in CLIL classes? En Lasagabaster, D.; Doiz, A. y Sierra, J.M. (eds). Motivation and Foreign Language Learning: From Theory to Practice. Amsterdam: John Benjamins. Gottlieb, N. (2011). Japan: Language Policy and Planning in Transition. Current Issues in Language Planning, 9 (1), 1–68. Graddol, D. (2006). English next. London: British Council. Hu, G. (2005). English Language Education in China: Policies, Progress, and Problems. Language Policy, 4, 5–24. Kaplan, R. B.; Baldauf Jr.; Richard B.; & Kamwangamalu, N. (2011). Why educational language plans sometimes fail. Current issues in Language planning, 12 (2), 105–124. Marsh, D. (2006). English as medium of instruction in new global linguistic order: Global Characteristics, local consequences. En Second Annual Conference for Middle East Teachers of Science, Mathematics and Computing. Abu Dhabi. Recuperado de https://archive.org/details/ProceedingsOfTheSecondAnnualConferenceForMiddleEastTeachersOfEnglish. Marsh, D. (2018). Foreword. Porta Linguarum, 3: 5-10. Morell, T.; Alesón, M.; Bell, D.; Escabias, P.; Palazón, M. y Martínez, R. (2014). English as the médium of instruction: a response to internationalization. En Tortosa Ybáñez, M.T.; Álvarez Teruel, J.D. y Pellín Buades, N. (coords.). XII Jornadas de redes de investigación en docencia universitaria: El reconocimiento docente: innovar e investigar con criterios de calidad. Alicante: Universitat d’Alacant. Moustaoui, A. (2004). Conflicto lingüístico y política lingüística en Marruecos: una propuesta de análisis. En el Diversidad lingüística, sostenibilidad y paz. Congreso llevado a cabo entre los días 20-23

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de mayo de 2004 en la Universitat Autònoma de Barcelona. Recuperado de http://www.linguapax.org/wp-content/uploads/2015/03/1_moustaoui.pdf Wächter, B. y Maiworm, F. (2014). English-taught programmes in European higher education: The state of play in 2014. Bonn: Lemmens.

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EMI lecturers’ classroom practices: shifts in identity performance through language choice

Balbina MONCADA-COMAS Universitat de Lleida (SPAIN)

Employing a classroom discourse analysis to classroom interaction, this paper examines the classroom practices of two EMI lecturers from a Catalan university in order to explore how language alternation is linked to social identities (Cashman, 2005; Torras & Gafaranga, 2002). Specifically, it aims to examine lecturers’ classroom practices, analysing in particular how the use (or not) of language alternation reveals shifts in identity performance. This analysis is carried out based on classroom observations of four classes (two lecturers – one from the beginning and one from the end of the course, a lab session and a seminar). These data provide a useful insight into how lecturers negotiate their identity construction when engaged in the business of ‘doing being’ as EMI teachers (Bonacina-Pugh, 2013). Among other things, they show how lecturers adopt different stances towards the use of the L1 in EMI classroom settings - virtual, maximal and optimal positions (Macaro, 2009) - which then have an impact in the use of translanguaging and strategies such as code-switching and translation. Thus, this paper documents lecturers’ teaching behaviours, focusing on how they adopt different subject positions through their teaching practices. It is important because it shows that different lecturers approach EMI teaching differently, using different EMI-teaching strategies: while some may aspire to maximise target language exposure, others aim at maximising comprehensibility (Mcmillan & Turnbull, 2009). All of this, in turn, reveals the limitations in the university’s official language policy with regard to EMI practices on the ground. REFERENCES

Bonacina-Pugh, G. (2013). Categories and language choice in multilingual classrooms: the relevance of ‘teacher-hood’. Language and Education, 27 (4), 298-313.

Cashman, H. R. (2005). Identities at play: language preference and group membership in bilingual talk in interaction. Journal of Pragmatics, 37 (3), 301-315.

Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: exploring ‘optimal use’. In Turnbull, M. & Dailey-O’Cain, J. (Eds.). First Language Use in Second and Foreign Language Learning. Bristol: Multilingual Matters.

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McMillan, B. & Turnbull, M. (2009). Teachers’ use of the first language in French immersion: revisiting a core principle. In Turnbull, M. & Dailey-O’Cain, J. (Eds.). First Language Use in Second and Foreign Language Learning. Bristol: Multilingual Matters.

Torras, M. C. & Gafaranga, J. (2002). Social identities and language alternation in non-formal instructional bilingual talk: trilingual service encounters in Barcelona. Language in Society, 31, 527-548.

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Upending the LSP paradigm: The Development of Data-driven LSP Objectives Patricia MOORE-MARTÍNEZ Temple University. Philadelphia, PA (USA) Joshua M. PONGAN Temple University. Philadelphia, PA (USA) This presentation continues a new avenue of LSP research, by expanding a needs assessment of varied businesses, culminating in the analysis of a comprehensive survey identifying and assessing business' linguistic and cultural competency needs. Positing that although language programs have diversified their offerings, creating courses for pre-professionals, they are not always aligned with business school needs, nor have the majority of business programs included linguistic and cultural competencies in their program-level learning outcomes. Thus, US students are not prepared with the linguistic and cultural competencies necessary to optimally impact business interactions. Having established this disconnect in exploratory stages of research, the following stage consists of a detailed and nuanced analysis of a comprehensive survey pinpointing those competencies in order to inform language curriculum development.

Through a qualitative research design, the initial stages of our study have previously identified linguistic and cultural incongruencies between language programs and business needs. We gathered data on the language and cultural needs of businesses with an extant global presence through informational interviews in Latin America, Europe and the US. Having assessed the gaps and overlaps between self-reported industry needs, business programs' language requirements and language departments' offerings - both their traditional courses and LSPs - we created a survey distributed to enterprises on three continents. The results of the data-analysis then informed language and cultural content as well as course goals whilst still aligning with best practices in second language acquisition. The surprising results have implications for language programs, business schools and talent acquisition. Unseating the traditional predominance of the acquisition of jargon as the measure of a solid LSP course, our results suggest that a more holistic curriculum that focuses on the intelligent and pragmatic use of learners' entire linguistic repertoire better meets the needs of all stakeholders.

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A multimodal analysis of EMI lecturers’ effective classroom communication

Teresa MORELL

Universitat d’Alacant (SPAIN)

Vicent BELTRÁN-PALANQUES

Universitat Jaume I (SPAIN)

Natalia NORTE

Universitat d’Alacant (SPAIN)

Marian ALESÓN-CARBONELL

Universitat d’Alacant (SPAIN)

One of the greatest challenges generated by the growing global English-medium instruction(EMI) phenomenon is training university teachers to adapt to this new academic scenario. In light of this, research is needed to determine ‘best practices’ and to ensure quality in EMI teaching contexts of diverse disciplines. In this talk, we first introduce the Prof-teaching EMI training program that has been established at Universitat d’Alacant (UA) and the AcqUA EMI Microteaching Corpus. Then, drawing on the corpus, we present a linguistic and a multimodal analysis of the episodes of engagement in microteaching sessions. The first analysis, which entails 12 sessions, was conducted to determine what moves lecturers followed when implementing pair work activities. The findings have served to design the Pair Work Episodes of Engagement Framework, which consists of five moves: 1) contextualizing, 2) setting up, 3) monitoring, 4) eliciting, and 5) summarizing, each with three optional pedagogical functions. The second analysis focused on 4 lecturers’ performances (two from social and two from technical sciences) to explore how they made use of semiotic resources to construct the pedagogical functions that characterized each of the moves. Results are interpreted as strategies that are recommended for EMI professional development programs to support lecturers’ multimodal interactive competence.

Key words: English-medium instruction (EMI), professional development, engagement, pedagogical functions, multimodal interactive competence

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Transgressing boundaries: Code-switching, informal multilingual exchanges and expressions of identity in the classroom under CLIL and ESP guidelines Oana PAPUC Babeș-Bolyai University -UBB (ROMANIA) The results of a four-year long doctoral study on the theme of multilingual exchanges and code-switching behavior of second year students, enrolled in the English line of the University of Agricultural Studies and Veterinary Medicine (Cluj-Napoca) have highlighted the relevance of a variety of new issues to be surveilled in the CLIL classroom. Due to the highly diverse linguistic and cultural backgrounds of the case study participants, as well as the wide variety of linguistic repertoires in use, including English as ‘the classroom Lingua Franca’, all part of the joint pool of sociolinguistic resources co-created at micro-level, the vital importance of the emotional charge of perceived classroom roles and task-sequences has come to surface. The participants’ situated and discourse identities could be clearly indexed through the Language Matrix framework and a plethora of other sociolinguistic markers, in addition to the often used code-switching, observed and recorded in ad-hoc conversations. Other cues amounted to smaller scale ‘switches’ to informal topics of discussion, peer-mediated teaching exchanges and recurrent class-related roles, markers of informality and colorful social dynamics such as: dancing, singing, ‘play-fighting’, recurring jokes, rapping, and ‘camera-directed performances’ to name a few. Therefore, in line with other recent studies on classroom-based discourse, what the current paper aims to offer is an inclusive and interdisciplinary description of multilingual exchanges with a focus on code-switching strategies. These examples were analysed against the backdrop of contemporary superdiverse micro-communities creating various forms of hypersubjective expressions (Hall, 2014) 'in transit'. The data analysis also lent itself to a mixed methods approach, including an updated version of the inductive Grounded Theory approach (Glaser and Strauss, 1967), Myers-Scotton's Markedness and Rational Choice models (2013), as well as a thorough examination of the most recent studies performed on plurilingual practices in CLIL-type classrooms and latest findings concerning multilingual speakers' emotions. REFERENCES

Ag, A., & Jørgensen, J. N. (2012). Ideologies, norms, and practices in youth poly-languaging. International Journal of Bilingualism, 17(4), 525–539. https://doi.org/10.1177/1367006912457275

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Berthoud, A.-C., Grin François, & Lüdi Georges. (2013). Exploring the dynamics of multilingualism: the Dylan project. John Benjamins Publishing Company. Charmaz, K. (2014). Constructing Grounded Theory. SAGE Publications Ltd. Dewaele, J.-M. (2004). Perceived language dominance and language preference for emotional speech. Studies in Bilingualism First Language Attrition, 81. https://doi.org/10.1075/sibil.28.06dew Dewaele, J.-M., & Macintyre, P. D. (2016). Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of the Language Learner. Positive Psychology in SLA, 215–236. https://doi.org/10.21832/9781783095360-010 Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Aldine Pub. Co. Hall, K. (2014). Hypersubjectivity. Journal of Asian Pacific Communication Anxiety, Insecurity, and Border Crossing, 24(2), 261–273. https://doi.org/10.1075/japc.24.2.06hal Jacquemet, M. (2005). Transidiomatic practices: Language and power in the age of globalization. Language & Communication, 25(3), 257–277. https://doi.org/10.1016/j.langcom.2005.05.001 Jørgensen, J. N., & Varga, S. (2011). Norms and practices of polylingual behaviour: a sociolinguistic model. Eesti Ja Soome-Ugri Keeleteaduse Ajakiri. Journal of Estonian and Finno-Ugric Linguistics, 2(2), 49–68. https://doi.org/10.12697/jeful.2011.2.2.03 Kootstra, G. J., & Muysken, P. (2016). Cross-linguistic priming in bilinguals: Multidisciplinary perspectives on language processing, acquisition, and change. Bilingualism: Language and Cognition, 20(2), 215–218. https://doi.org/10.1017/s1366728916001127 Lytra, V., & Møller, J. S. (2011). Bringing the outside in: Negotiating knowledge and agency in multilingual learning contexts. Linguistics and Education, 22(1), 1–9. https://doi.org/10.1016/j.linged.2010.12.003 Masats, D., Nussbaum, L., & Unamuno, V. (2007). When activity shapes the repertoire of second language learners. EUROSLA Yearbook, 7, 121–147. https://doi.org/10.1075/eurosla.7.08mas Myers-Scotton, C. (2013). Multiple voices an introduction to bilingualism. Blackwell. Myers-Scotton, C. (2017). Code-Switching. The Handbook of Sociolinguistics, 217–237. https://doi.org/10.1002/9781405166256.ch13 Ożańska-Ponikwia, K., & Dewaele, J.-M. (2012). Personality and L2 use. EUROSLA Yearbook, 12, 112–134. https://doi.org/10.1075/eurosla.12.07oza

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Panicacci, A., & Dewaele, J.-M. (2017). Do interlocutors or conversation topics affect migrants’ sense of feeling different when switching languages? Journal of Multilingual and Multicultural Development, 39(3), 240–255. https://doi.org/10.1080/01434632.2017.1361962 Pavlenko, A. (2017). Do you wish to waive your rights? Affect and decision-making in multilingual speakers. Current Opinion in Psychology, 17, 74–78. https://doi.org/10.1016/j.copsyc.2017.06.005 Romaine, S. (2000). Bilingualism. Blackwell Publishers. Van de Craen, P., Mondt, K., Allain, L., & Gao, Y. (2007). Why and How CLIL Works. An Outline for a CLIL Theory. Vienna English Working Papers, 16 (CLIL Special Issue 2), 70–78. Zimmerman, D. (1998). Identity, context and interaction. In Antaki, C., & Widdicombe, S. (Eds.). Identities in Talk. SAGE Publications.

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Collaboration and Evaluation in Medical Spanish Teaching Carmen PÉREZ-MUÑOZ Wake Forest University (USA) Tiffany M. SHIN Wake Forest School of Medicine (USA) While a growing number of universities and medical schools in the United States (U.S.) offer medical Spanish courses and certificates, various challenges present significant barriers to course sustainability. Existing literature and expert consensus demonstrate that primary challenges include the identification of appropriately-trained faculty, need for course funding, and lack of course integration within existing medical educational curricula in medical schools.1 Currently, there are no formal guidelines in the U.S. for the education of medical providers to practice medicine in Spanish though experts have proposed recommendations.2 Teaching faculty in medical Spanish education vary in language background and professional expertise, including a variety of native and non-native Spanish speakers, language instructors, faculty physicians, medical interpreters, and others.2 Instructors often have a language teaching background but lack the necessary medical knowledge. This presentation will be given by two individuals experienced in medical Spanish education: 1) a Spanish professor with teaching experience in medical Spanish at various undergraduate and medical schools and 2) a pediatrician and medical school professor who formerly participated in medical Spanish training as a medical student and who now teaches medical Spanish. The presenters collaboratively created a successful 4-year, longitudinal medical Spanish program at the Wake Forest School of Medicine. They will share their strategies to identify the main challenges and needs when teaching medical Spanish and how to overcome them, offer ideas regarding evaluation systems3, and share about their involvement in the National Association of Medical Spanish, a recently established interdisciplinary organization working to improve medical Spanish education in the U.S. (https://namspanish.weebly.com/). Participants not teaching in the U.S. can still benefit from this talk, as most of the items covered are applicable to any place where Medical Spanish is offered. Participants not currently teaching Medical Spanish can also use it to learn more about the challenges in this field and be proactive about potential difficulties they may encounter when teaching these courses. REFERENCES 1 Ortega P, Diamond L, Alemán M, Fatás-Cabeza J, Magaña D, Pazo V, Pérez N, Girotti JA, Ríos E. Medical Spanish Standardization in U.S. Medical Schools: Consensus Statement from a

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Multidisciplinary Expert Panel. Academic Medicine. July 30, 2019, Published Online ahead of print, DOI: 10.1097/ACM.0000000000002917 2 Morales R, Rodríguez L, Singh A, et al. National Survey of Medical Spanish Curriculum in U.S. Medical Schools. J Gen Intern Med. 2015;30(10):1434-1439. 5. 3 Ortega P. Spanish Language Concordance in U.S. Medical Care: A Multifaceted Challenge and Call to Action. Acad Med. 2018;93(9):1276-1280.

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WORKSHOP: Construcción y reconstrucción de sentido: ¿es una cuestión de código o de cultura? Laura Patricia ROSETI Universidad de Buenos Aires (ARGENTINA) Karina Verónica DE FRANCESCO Universidad de Buenos Aires (ARGENTINA) Natalia BRON Universidad de Buenos Aires (ARGENTINA) Resumen En la Facultad de Farmacia y Bioquímica, Universidad de Buenos Aires, Argentina, la cátedra de Inglés como lengua adicional propone un abordaje global, interactivo y estratégico para la lectura de artículos de investigación. La adquisición de dinámicas para la construcción de sentido desde un enfoque transaccional reconoce el rol preponderante de la activación de conocimientos previos. Así, una primera instancia dialógica se produce cuando el lector –sujeto que activa su responsividad respecto de los otros y del mundo que lo rodea– impulsa un acto inaugural de intercambio entre los conceptos propuestos por el autor y los saberes del mundo y de la temática cultural que convoca dicha transacción. En este sentido, se activan las primeras predicciones e inferencias sobre los posibles significados del texto abordado. Seguidamente, proponemos un trabajo transversal entre los estudiantes lectores, quienes, en una puesta en común, intercambian, acuerdan y discuten aquellos sentidos ya construidos más silenciosa e introspectivamente. Este intercambio propone una construcción y reconstrucción de los significados en colaboración y reciprocidad y, así ganar en confianza y certezas, fenómeno que frecuentemente compensa la falta de conocimientos léxico gramaticales de la lengua o código adicional. Estas dos instancias conforman el andamiaje de la etapa predictiva de nuestro enfoque global a la lectocomprensión. Ahora bien, ¿qué variable conlleva mayor incidencia para la construcción de sentido? ¿El conocimiento del código –es decir, de la lengua adicional– o los conocimientos culturales acerca de la temática? Nos proponemos poner en escena nuestra dinámica mediante la activación de textos en inglés y en español para demostrar cómo es posible leer comprensivamente tanto en lengua materna como en una lengua adicional con la cimentación provista por los conocimientos previos sobre el tema -o aun la falta de ellos-, y la interacción y el diálogo con pares en la riqueza de la diversidad y la heterogeneidad cultural.

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Metodología Proponemos actividades grupales de lectura organizadas en tres etapas. La primera

(de anticipación, prelectura, o de predicción) propicia un abordaje global –no lineal– para la elaboración de hipótesis, la detección de la macroestructura y del género discursivo. Se activarán los conocimientos previos a través del análisis de los elementos paratextuales (datos de publicación, títulos y subtítulos, cuadros, tablas, fotos y gráficos) hasta la detección de pistas de organización textual, palabras/frases clave y de conceptos familiares mediante lecturas transversales. De este modo, se avanzará en la confianza necesaria respecto de las habilidades lectoras, aun con rudimentos de la lengua adicional. La segunda etapa (de lectura proposicional y de verificación de hipótesis) incluirá un trabajo de microprocesamiento más lineal sobre aspectos lingüísticos y discursivos específicos: el léxico, los articuladores y enumeradores y los conectores lógicos y sintagmas nominales, entre otros elementos que impactan de modo directo en la comprensión. Para la tercera etapa (de poslectura o de cierre), propondremos actividades para la construcción del texto paralelo o la reformulación o reconstrucción de la macroestructura a través de la abstracción de las ideas principales y secundarias del fragmento en cuestión y la integración en una oración síntesis o en un párrafo resumen en la lengua propia.

Materiales de lectura

Utilizaremos cuatro breves fragmentos (dos en inglés y dos en español) que presenten una variedad adecuada respecto de entornos culturales, históricos, géneros discursivos, entre otros aspectos. Nos proponemos demostrar así de qué modo la variable “conocimiento previo de la lengua adicional” pasa a segundo o tercer plano, desplazado por la motivación que generan las diversas temáticas de lectura y por la riqueza que brinda la interacción con pares en su diversidad y la heterogeneidad cultural.

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EMI lecturers’ and students’ call for plurilingual language ecologies in class: A sociolinguistics of resistance to English-only directives Maria SABATÉ-DALMAU Universitat de Lleida, Catalonia (SPAIN) This paper takes a critical, Goffman-inspired sociolinguistics perspective on internationalising English policies in Higher Education (HE) (Goffman, 1959; Sabaté-Dalmau, 2019). Following a political economic perspective which understands language-in-education plans as neoliberal socio-political acts (Block et al., 2012; Codó, 2018), it examines conflicting situated language practices and orientations in an EMI Biotechnology course at Universitat de Lleida (UdL), a trilingual university in non-English-speaking Southern Europe. Drawing on video/audio-recorded classroom interactions gathered through ethnographic observations, interviews, multimodal classroom materials and audiologs, it analyses how, at the frontstage, educational agents (EMI lecturers and students) comply with disciplinary content transmission via English-only instruction and management, and take up public English-user ‘efficient’ professional academic identities. It then provides contrasting instances of breaches of the institutional English monolingual normativities, showing how they contravene and subvert them by interacting in Spanish and Catalan and by making use of plurilingual interactions in non-standard English. These breaches occur not only in peer-to-peer/student-to-teacher backstage talk but also in key learning events, e.g., in clarification requests, in display questions and in exam questions/answers. The paper approaches these local-language(s) choices and disengaged nativespeaker-like identities as multilingual ‘whispers of resistance’ or oppositional sociolinguistic comportments, whereby students and lecturers, individually/collectively, in effect, have a degree of social agency to question the EMI project, without totally disrupting disciplinary knowledge transmission (Martín Rojo, 2019). It concludes that ‘whispering acts’ may be a conceptual tool to analyse the classroom practices which challenge institutional Englishisation plans and which call for more balanced, realistic language ecologies in the EMI class. REFERENCES Block, D., Gray, J., & Holborow, M. (Eds.). (2012). Neoliberalism and applied linguistics. London: Routledge. Codó, E. (2018). Language policy and planning, institutions and neoliberalisation. In J. W. Tollefson & M. Pérez-Milans (Eds.), The Oxford handbook of language policy and planning (pp. 467–484). Oxford: Oxford University Press.

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Goffman, E. (1959). The presentation of self in everyday live. London: Penguin. Martín Rojo, L. (2019). The ‘self-made speaker’: the neoliberal governance of speakers. In L. Martín Rojo, & A. Del Percio (Eds.), Language and Neoliberal Governmentality (pp. 162–189). London: Routledge. Sabaté-Dalmau, M. (2019). Marketing university students as mobile multilingual workers: the emergence of neoliberal lifestylers. International Journal of Multilingualism 17 (1): 1-19. https://doi.org/10.1080/14790718.2020.1682246

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Teaching vocabulary in tertiary ESP using TED talks Dietmar TATZL FH JOANNEUM University of Applied Sciences (AUSTRIA)

Teaching vocabulary is particularly important in tertiary English for specific purposes (ESP) education, as technical terms form the foundation for oral and written communication in disciplines, professions, and projects. Becoming accurate and fluent in speaking and writing about subject-specific content requires extended linguistic instruction and opportunities to practise the language, which is why engineering students need to be enabled to participate in ESP courses in their academic degree programmes. This talk, therefore, reviews some vocabulary teaching techniques and illustrates pedagogical scenarios for teaching technical terminology. It thus caters for science, technology, engineering, and mathematics (STEM) disciplines in higher education, but its contents may be transferred to other academic subject areas or in-service training courses in industry.

The main scenario presented revolves around a TED talk video file on technology and society, whereas two further TED video files adopt a narrower focus on 3D-printing in aircraft design and removing CO2 from the atmosphere. TED talk files are permanently archived, accessible online, and accompanied by transcripts. The teaching sequences under consideration involve discussion questions, note-taking of facts and figures from the talks, an analysis of key vocabulary and phrases, using key terms in discussing aspects of the talks, and preparing arguments and counter arguments related to the speaker’s view. These teaching scenarios may be complemented with homework assignments or integrated into several lessons treating the same thematic strand.

The major objectives of this talk are revisiting an essential area of ESP and exchanging techniques from tertiary pedagogical practice. It may be characterised as a methodological contribution rooted in teaching experience, thus resembling a concept talk rather than a research presentation. Instead of research data and results, it focuses on pedagogical aspects and the spreading of good teaching practice among tertiary ESP professionals.

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ESP for Norwegian engineering students: striking a balance between communication and language instruction Pavel ZEMLIANSKY

Oslo Metropolitan University (NORWAY)

The governments of Norway and other Nordic Countries recommend “parallel use” of Norwegian and English in the country’s educational institutions. Norwegian universities have adopted their own policies on parallel language use which mirror government recommendations. Parallel use of Norwegian and English extends well beyond the university and into the professional world of Norway and other Nordic countries. Solid professional English skills are important for any university graduate in Norway, regardless of their field of training. It therefore falls upon university staff to help students reach that level of professional and academic English proficiency.

Norwegian students are generally very good at “everyday English.” But, like many of their native English-speaking counterparts, they struggle with learning and using the specialized discourse of their academic disciplines and professions. Their difficulties with academic and professional discourse encompass both communicative competencies (elements of academic and professional rhetorical situations) and what can be called linguistic competencies (specialized vocabulary and phrasings, genre knowledge, etc.). In this presentation, I detail and reflect on my experiences teaching an English academic communication course for Norwegian pre-engineering students. A major challenge which has emerged from this experience is how to strike a balance between teaching communicative and rhetorical competencies, such as rhetorical sensitivity, genre knowledge, and others and instruction in specialized language use. In this presentation, I will explain my strategy in solving that challenge and detail several of the readings and assignment I use in the course to achieve that goal. Specific emphasis is placed in the course on developing professional genre knowledge and how the language used in professional genres contributes to the main rhetorical and communicative functions of those professional genres. This presentation directly relates to the conference’s themes of genres and discourse and teaching methodologies.

REFERENCES

Nordic Council of Ministers. “More parallel, please! Best practice of parallel language use at Nordic Universities: 11 recommendations.” 2018. Retrieved from https://norden.diva-portal.org/smash/get/diva2:1203291/FULLTEXT01.pdf