Abstract
espanolLa instruccion a traves del ingles se esta convirtiendo en una practica comun en las universidades de todo el mundo. A pesar de la necesidad de apoyar a los profesores en este contexto, los programas para su desarrollo profesional continuo son escasos. Este estudio examina las estrategias discursivas (DSs) que dos profesores universitarios emplean en la ensenanza de un mismo contenido disciplinar a traves de sus L1 y L2 para examinar hasta que punto estas DSs ayudan a los profesores a alcanzar su objetivo comunicativo. El estudio revela el impacto de la lengua de instruccion en las DSs de los profesores y arroja luz sobre las necesidades linguisticas de los docentes. En ultima instancia, los resultados sugieren la incorporacion de DSs en los programas de formacion de docentes. catalaLa instruccio a traves de l’angles esta esdevenint una practica comuna a les universitats d'arreu del mon. Malgrat la necessitat de donar suport als professors en aquest context, els programes per al seu desenvolupament professional continu son escassos. Aquest estudi examina les estrategies discursives (DSs) que dos professors universitaris empren en l’ensenyament d’un mateix contingut disciplinari a traves de les seves L1 i L2 per examinar fins a quin punt aquestes DSs ajuden els professors a assolir el seu objectiu comunicatiu. L’estudi revela l’impacte de la llengua d’instruccio en les DSs dels professors i aporta evidencia sobre les necessitats linguistiques dels docents. En ultima instancia, els resultats suggereixen la incorporacio de DSs als programes de formacio de docents. EnglishEnglish-medium instruction is rapidly becoming a common practice at university worldwide. Despite the necessity of supporting teachers in this context, programs for their continuing professional development are few and far between. This study examines the discourse strategies (DSs) that two university lecturers deploy in the teaching of the same disciplinary content through both their L1 and their L2 to examine the extent to which these DSs help teachers achieve their communicative goal. The study unveils the impact of the language of instruction on teachers’ DSs and sheds light on teachers’ pressing linguistic needs. Finally, key findings suggest the need to incorporate of DSs in teacher education programs.
Highlights
The widespread presence of English as a global language is leaving its imprint on the academic world
This investigation is concerned with the different discourse strategies (DSs) that university lecturers employ when teaching disciplinary content through their L1 and their L2, and the extent to which these DSs are effective tools in mediating the communication process
In the light of RQ1, it could be claimed that the language through which the teaching and learning process is realized seems to play an important role in the type of DSs used and the frequency with which lecturers need to appeal to them (Thøgersen & Airey, 2011)
Summary
The widespread presence of English as a global language is leaving its imprint on the academic world It was the language in which most research and publishing regarding specific-discipline knowledge took place. Since the swift spread of EMI has outpaced teacher education provision (Pérez Cañado, 2016), the training of lecturers should stand as a major concern as teachers need to be equipped with the decisive linguistic and pedagogic resources to deliver discipline knowledge despite potential conceptual complexities (Mohan & Slater, 2005; Sharpe, 2008) For this reason, even though teachers are experts in their field of knowledge, it may often be the case that their level of L2 competence may not be as perfectly developed as their L1. They may find it helpful to draw on a strategic use of discourse to successfully convey disciplinary content through the L2
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