Towards an identification of provisos for the implementation of plurilingualism in higher education

  1. María Del Carmen Méndez García 1
  2. Sonia Casal Madinabeitia 2
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Universidad Pablo de Olavide, Sevilla
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2018

Título del ejemplar: Adressing bilingualism in Higher Education: policies and implementation issues

Número: 3

Páginas: 47-60

Tipo: Artículo

DOI: 10.30827/DIGIBUG.54160 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

La progresiva internacionalización de las universidades españolas en aras de una mayor competitividad ha favorecido la introducción del enfoque ICLHE (Integración de Contenido y Lengua en la Educación Superior), donde se aúna el aprendizaje de una materia concreta con el desarrollo de la competencia en comunicación lingüística en una lengua extranjera. Las investigaciones previas a este estudio se han centrado en factores que tienen un claro efecto en la puesta en marcha de ICLHE, como el nivel de la lengua utilizada en el aula por los docentes o el uso de estrategias de enseñanza efectivas. Sin embargo, prácticamente no existen investigaciones que determinen el conjunto de especificaciones o factores que ayudan a llevar a cabo una puesta en marcha efectiva del plurilingüismo en la educación superior. Este artículo contribuye a cubrir ese vacío de información, examinando los principales parámetros que contribuyen a llevar a cabo un enfoque ICLHE de calidad y que han sido clasificados en cuatro grandes bloques: condiciones, estructura de los programas, destrezas de docentes y estudiantes, y consideraciones metodológicas. Los resultados del artículo se presentan en una tabla-resumen que especifica las categorías y subcategorías con las estipulaciones clave para guiar la implantación de titulaciones o itinerarios plurilingües en la educación superior.

Referencias bibliográficas

  • Aguilar, M. & Muñoz, M. (2014). The effect of proficiency on CLIL benefits in engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18.
  • Alexander, R.J. (2008). International programmes in the German-speaking world and Englishization: A critical analysis, in R. Wilkinson and V. Zegers (Eds.) Realizing Content and Language Integration in Higher Education (pp. 77-95). Maastricht: Maastricht University.
  • Arnold, W. (2010). Where is CLIL taking us? Pulso, 33, 227-233.
  • Bazo Martínez, P., González Álvarez, D., Centellas Rodrigo, A., Dafouz Milne, E., Fernández Costales, A., & Pavón Vázquez, V. (2017) Política Lingüística para la Internacionalización del Sistema Universitario Español. Available from: http://www.crue.org/Documentos%20 compartidos/Sectoriales/Internacionalizaci%C3%B3n%20y%20Coorperaci%C3%B3n/ Politica%20linguistica%20Internacionalizacion%20SUE.pdf, accessed 5 February, 2018.
  • Bonnet, A. (2012). Towards an evidence base for CLIL: How to integrate qualitative and quantitative as well as process, product and participant perspectives in CLIL research. International CLIL Research Journal, 1(4), 66-78.
  • Breeze, R. (2008). Academic writing in the Spanish university context: changing the language, changing the paradigm, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 110-118). Maastricht: Maastricht University.
  • Cendoya, A. & Di Bin, M. (2010). A CLIL experience based on the use of tasks and different genre types. Latin American Journal of Content and Language Integrated Learning, 3(1), 11-17.
  • Costa, F. & D’Angelo, L. (2011.). CLIL: A suit for all seasons. Latin American Journal of Content and Language Integrated Learning, 4(1), 1-13.
  • Council of Europe. (2001). Common European Framework of Reference for Languages. Cambridge: Cambridge University Press.
  • Doiz, A., Lasagabaster, D., & Sierra, J.M. (2013). What does ‘international university’ mean at a European bilingual university? The role of languages and culture. Language Awareness, 23(2), 172-186.
  • Fernández-Costales, A. & González-Riaño, X.A. (2015). Teacher satisfaction concerning the implementation of bilingual programmes in a Spanish university. Porta Linguarum, 23, 93-108.
  • Fortanet, I. (2008). Questions for debate in English medium lecturing in Spain, in R. Wilkinson and V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 21-31). Maastricht: Maastricht University.
  • Friedenberg, J.E. & Schneider, M. (2008). An experiment in sheltered sociology at the university level, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 155-168). Maastricht: Maastricht University.
  • García, O. (2009). Bilingual Education in the 21st Century. A Global Perspective. Chichester, UK: Wiley-Blackwell.
  • Haines, K. & Ashworth, A. (2008). A reflective approach to HE language provision: integrating context and language through semi-structure reflection, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 201-212). Maastricht: Maastricht University.
  • Halbach, A., Lázaro Lafuente, A. & Pérez Guerra, J. (2013). La lengua inglesa en la nueva universidad española delEEES. Revista de Educación, 362, 105-132.
  • Hughes, S. (2007). The identification of quality indicators in English Language Teaching: A study in compulsory and non-compulsory secondary level language education in the province of Granada. Doctoral Dissertation. Granada: Editorial Universidad de Granada. Available from: https://www.researchgate.net/publication/284551772_The_identification_of_quality_indicators_in_English_language_teaching, accessed 11 April, 2018.
  • Karabinar, S. (2008). Integrating language and content: Two models and their effects on the learners’ academic self-concept, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 53-63). Maastricht: Maastricht University.
  • Klaassen, R. (2008). Preparing lecturers for English-medium instruction, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 3242). Maastricht: Maastricht University,
  • Kling, J. & Hjulmand L.L. (2008). PLATE –Project in Language Assessment for Teaching in English, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education(pp. 191-200). Maastricht: Maastricht University.
  • Koenraa, T., Hajer, M., Hootsen, G., & van der Werf, R. (2008). Towards a linguistically scaffolded curriculum. How can technology help?, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 64-73). Maastricht: Maastricht University.
  • Lim, J.M.H. (2008). Analyzing recommendations for future research: An investigation into a hybrid sub-genre, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 131-154). Maastricht: Maastricht University.
  • Lorenzo, F. (2007). An analytical framework of language integration in L2 content-based courses: The European Dimension. Language and Education, 21(6), 502-514.
  • Martyniuk, W. (2008). CLIL – at the core of plurilingual education?, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 13-18). Maastricht: Maastricht University.
  • Mellion, M.J. (2008). The challenge of changing tongues in business university education, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 212-227). Maastricht: Maastricht University.
  • Myers, M.J. (2008). Code switching in content learning, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 43-52). Maastricht: Maastricht University.
  • Pavón Vázquez, V. & Rubio, F.D. (2010). Teachers’ concerns and uncertainties about the introduction of CLIL programmes. Porta Linguarum, 14, 45-58.
  • Pérez-Cañado, M.L. (2012). CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315-341.
  • Poisel, E. (2012). Competence development through task-based learning, in D. Marsh & O. Meyer (Eds.), Quality Interfaces: Examining Evidence & Exploring Solutions in CLIL (pp. 251263). Eichstätt: Eichstätt Academic Press.
  • Toledo, I., Rubio, F.D. & Hermosín, M. (2012). Creencias, rendimiento académico y actitudes de alumnos universitarios principiantes en un programa plurilingüe. Porta Linguarum, 18, 213-229.
  • Valcke, J. & Pavón, V. (2015). Transmitting complex academic information effectively: A comparative study on the use of pronunciation strategies for highlighting information in university lectures, in R. Wilkinson and M.L. Walsh (Eds.), Integrating Content and Language in Higher Education: From Theory to Practice (pp. 323-341). Frankfurt-am-Main: Peter Lang.
  • Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296.
  • Walqui, A. (2006). Scaffolding instruction for English language learners: a conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.
  • Zegers, V. (2008). When European Studies met English: A practitioner’s view on content and language integrated learning, in R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 228-236). Maastricht: Maastricht University.
Fuente de los datos: Dialnet