Abstract
Contrasting Learner Language in Social Sciences Education: A Case Study at the University of Malaga
Highlights
This paper presents specific reference tools which continues the line started on the article published in 2nd International Conference on Higher Education Advances (HEAD ‘16) (Barrios, López-Gutiérrez & Lechuga, 2016), where we found that neither institutional language integrated support nor a specific language plan was being provided by the bilingual programme
We predicted university professors outside language areas would benefit from a Content and Language Integrated Learning (CLIL)/English Medium Instruction (EMI) practicum; and we explored how to do this from multiple perspectives
Two participatory action research inquiries include: How can language be explicitly supported for students What are the common errors for instructors?
Summary
This paper presents specific reference tools which continues the line started on the article published in 2nd International Conference on Higher Education Advances (HEAD ‘16) (Barrios, López-Gutiérrez & Lechuga, 2016), where we found that neither institutional language integrated support nor a specific language plan was being provided by the bilingual programme This runs counter to experts’ opinion calling for the need of such a plan: “The English-taught degree programme requires a language plan of its own, which will be complementary to the larger university policy and plan...; it is a necessity for ensuring a smooth and collaborative transition into English medium” As a follow-up, we present a specific case study to illustrate how language support and monitoring works in practice
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