Articles publicats (Llengües i Literatures Estrangeres)

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Browsing Articles publicats (Llengües i Literatures Estrangeres) by Author "Arnó Macià, Elisabet"

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    EMI Lecturer Training Programmes and Academic Literacies: A Critical Insight from ESP
    (University of Belgrade, 2017) Mancho Barés, Guzmán; Arnó Macià, Elisabet
    As EMI involves the integration of content and discipline-specific communication, this study focuses on intersections between ESP and EMI, especially on how ESP can contribute to improving discipline-specific communication in EMI from the perspective of content lecturers’ needs. Specifically, this study provides an overview of EMI training programmes offered by universities in Catalonia (Spain), and explores the written genres assigned by content lecturers in EMI subjects. EMI training programmes are classified according to their orientation: communication, pedagogy, and multilingualism/multiculturalism (Fortanet-Gómez, 2010; Kurtán, 2003). Our analysis pays special attention to the extent to which there is an ESP focus in such training and is complemented by a questionnaire to a group of EMI lecturers on their reported use/teaching of disciplinary genres, following Nesi and Gardner (2012). Findings shed light on practices and expectations related to discipline-specific genre pedagogy, an area that is at the crossroads between EMI and ESP. By examining lecturer perspectives on EMI alongside institutional policies and training programmes, this study can help lecturers cope with the challenges of EMI, and contribute to further developing EMI-ESP lecturer collaboration.
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    Erasmus students using English as a lingua franca: does study abroad in a non-English-speaking country improve L2 English?
    (Taylor & Francis, 2016) Llanes, Àngels; Mancho Barés, Guzmán; Arnó Macià, Elisabet
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    Modes de résolution de tâches métalinguistiques en travail de groupe
    (Association Encrages, 1997) Llurda, Enric
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    La reflexió metalingüística en el treball de grup
    (Universitat de Lleida, 1998) Cots Caimons, Josep Maria; Arnó Macià, Elisabet; Baiget Bonany, Ester; Irun Chavarria, Montse; Llurda, Enric; Nussbaum, Luci
    En aquest article s'analitzen quatre factors que poden incidir en el desenvolupament i el resultats de les tasques de reflexió metalingüística quan es realitzen en grup: tipus de tasca, formes d'interacci ó del grup, condici ó de monolingüe o bilingüe dels participants i llengua objecte de reflexió. Les dades analitzades provenen de la gravació i transcripci ó d'un seguit de sessions de treball en grup en les quals es proposava a nois i noies de secundària (14-15 anys) diferents tasques de tipus metalingüístic. Com a complement de l'an àlisi dels quatre factors esmentats, l'article tamb e inclou un apartat on es compara el proc és de reflexió que segueixen els estudiants de secundària amb el procés que segueixen alumnes del Curs d'Aptitud Pedag ògica (CAP).
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    The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP
    (Elsevier, 2015) Arnó Macià, Elisabet; Mancho Barés, Guzmán
    In a context characterized by the increasing presence of CLIL programs in universities with a tradition of ESP courses, we analyze the case of a university in Catalonia (Spain) with regard to the position of CLIL and ESP. As CLIL programs are promoted to improve students' language proficiency in English, we explore the importance of language learning in these programs and the implications derived for ESP. Data were obtained from institutional documentation, CLIL class observation, and lecturer and student views on CLIL expressed in focus groups and a questionnaire. Findings show imprecise guidelines for CLIL implementation. Although we can observe an institutional shift from ESP to CLIL, the latter courses do not generally include language support. Lecturer and student perspectives provide useful insights for action that can be taken by ESP course designers to adapt courses to make them more relevant to students' discipline-related needs. Faced with these findings, we propose engaging in collaboration with content lecturers to develop graduates' proficiency in English. This collaboration can take place both through the integration of language in content courses and through the integration of content in ESP courses to make them more relevant to disciplines' communicative needs.