Academics’ beliefs about language use and proficiency in Spanish multilingual higher education

Fortanet-Gómez, Inmaculada

doi:10.1075/aila.25.04for

Cited by 35 publications

(14 citation statements)

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“…Student 5 said that "Physics is already difficult and English makes it more difficult." Similarly, several studies conducted in different context found that the students in their study reported much language difficulty in the discursive construction of knowledge in English (Fortanet-Gómez, 2012;Ball & Lindsay, 2013;Cots, 2013;Al-Mashikhi, Al-Mahrooqi, & Denman, 2014;Hu & Lei, 2014).…”

Section: Students' Difficultiesmentioning

confidence: 71%

English as Medium of Instruction at Physics International Class Program: A Study of Students’ Perception

Syakira

2020

ITJ

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The specific focus of this paper is to uncover the students' perception on English language use as the medium of instruction (EMI) in the teaching and learning at Physics International Class Program (ICP), State University of Makassar. The paper describes the students' reason and expectation choosing ICP rather than regular one, their difficulties, as well as their language achievement. The data was collected using semi-structured interview to nine of third-year physical students in the program. The interviews were conducted in the language that the participant felt comfortable using (Indonesian) and recorded about seven to nine minutes each students. The analysis follows the qualitative content analysis described by Miles and Huberman, (1994): that is, themes were coded and categorized into the needs of the research, and patterns in the themes were identified and during this process, interpretations of these arrangements were made. The result of this study indicates that EMI in ICP helps some students to improve their English especially in writing, reading and vocabularies although some others are still experiencing difficulties in the teaching and learning process. Therefore, program development is still necessarily required in ICP in order to maintain its quality. Furthermore, the result of this study is expected to be a consideration for the continuity program in the future for a better service of its all aspects and to be a positive contribution for the next researcher who wants to conduct deeper research related to this topic.

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Section: Students' Difficultiesmentioning

confidence: 71%

English as Medium of Instruction at Physics International Class Program: A Study of Students’ Perception

Syakira

2020

ITJ

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“…Naves and Muñoz (2000) highlight the positive contribution of CLIL in the learning of both a foreign language and subject content, as well as the development of the students' solving problem skills. In a similar vein, Mehisto, Marsh, and Frigols (2008) (Dafouz, Núñez, Sancho, & Foran, 2007;Coyle et al, 2010;Aguilar & Rodríguez, 2012;Fortanet-Gómez, 2012;Martín del Pozo, 2015).…”

Section: Literature Reviewmentioning

confidence: 87%

Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain

Alcaraz-Mármol

2018

laclil

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Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The participants of this study were surveyed about several aspects of their teaching practice. We compared the answers of those who have received specific methodological CLIL training and those who have not. Results show that methodological training beyond just foreign language teaching makes significant differences in terms of the teachers’ opinions on CLIL and practice of using bilingual practices in their classrooms, making use of a wider variety of activities and resources. Differences were found in the way they see their own teaching, their use of their L1, materials in the classroom, and the variety and type of activities they develop with their students.

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“…Spain has increasingly paid attention to multilingual education in recent years (Breton & Ruiz, 2008;Cenoz, 2008;Fortanet-Gomez, 2012;Gorter & Cenoz, 2017;Moore, 2016;Perez-Milans & Patino-Santos, 2014). In the region of Madrid, the Ministry of Education and the Consejeria de Educacion (Regional Ministry of Education of Madrid) had implemented the bilingual programme in public bilingual schools in 2004.…”

Section: Contextmentioning

confidence: 99%

Teaching culture in the foreign language classroom: Implications for language assistants in bilingual schools

Laborda

Vecan

Sauciuc

2020

PROSOC

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Language assistants have become an important resource for teachers in bilingual schools in Spain, especially in the Madrid region. Most language assistants come from English-speaking countries, especially from the United States. In their role as language assistants, they are expected to bring and share their knowledge about the cultural aspects and content subjects and, at the same time, they need to share their beliefs and perspectives towards Spain and Spanish schools. Nevertheless, sometimes there is controversy around this topic, as there are obvious differences and similarities between both cultures; one of them being the misconception regarding the type of culture they need to teach students.

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Academics’ beliefs about language use and proficiency in Spanish multilingual higher education

Cited by 35 publications

References 0 publications

English as Medium of Instruction at Physics International Class Program: A Study of Students’ Perception

English as Medium of Instruction at Physics International Class Program: A Study of Students’ Perception

Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain

Teaching culture in the foreign language classroom: Implications for language assistants in bilingual schools

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