Llibres / Capítols de llibre (Llengües i Literatures Estrangeres)

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    Open Access
    "¡Me tocó!": panorama y opiniones de la docencia y de la evaluación de contenidos en inglés en la Universidad de Lleida
    (Ediciones Complutense, 2025-01) Mancho Barés, Guzmán; Martorell, Ingrid; Ferrer Rosell, Berta
    La docencia universitaria en inglés es uno de los medios con el que una universidad acomete acciones de internacionalización a través de las lenguas, en la medida que posibilita la movilidad y asegura que el estudiantado internacional cuya lengua franca es el inglés tenga asignaturas que escoger. Sin embargo, la discusión acerca de si la docencia en inglés sirve o no para preparar lingüísticamente al estudiantado local sigue abierta, ya que algunos estudios afirman que las universidades carecen de profesorado suficientemente calificado para garantizar la viabilidad de dicha docencia. El objetivo del estudio es aportar datos concretos de la docencia en inglés en la Universidad de Lleida, así como conocer las opiniones del profesorado acerca de la implementación de este tipo de docencia. Para ello se administró una encuesta al profesorado que impartió clases en inglés durante el curso 2021-22. Los resultados muestran que la mayoría de este profesorado pertenece al cuerpo de profesorado permanente. También el profesorado generalmente se muestra satisfecho con su docencia en inglés. Entre las valoraciones negativas destaca la baja capacitación lingüística en inglés del alumnado local y la falta de reconocimiento docente por parte de la institución, en tanto que no se computan créditos adicionales. El estudio también resalta los principales retos de la docencia en inglés: la necesidad de ofrecer formación continua y sostenible al profesorado, así como la falta de incentivos y de regulación de procesos de contratación de profesorado no permanente para impartir docencia en inglés.
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    Open Access
    A Comparison of Two Lecturers in an EMI Context: The Interplay Between Language Proficiency and Self-concept in the Classroom
    (Thomson Reuters Civitas, 2022) Diert-Boté, Irati; Martin-Rubió, Xavier
    One of the impacts of the intemationalization of higher education has been the increase in the number of subjects taught in English in countries where it is not an official language. Consequently, teachers have been forced to improve their proficiency in English, a situation which tends to contribute to a sense of insecurity, tiredness, burnout and demotivation (Doiz & Lasagabaster, 2018). The aim of this chapter is therefore to analyze through the lens of self-concept, the emotions and (self-)beliefs of two Tourism lecturers from a Catalan university regarding their linguistic competency as English language users and as English Medium Instruction (EMI) lecturers. An analysis has been performed of the teachers’ accuracy and fluency rates, of their classroom performance (of one session each), and of four interviews (two with each lecturer at different timespans). Findings show differences in accuracy and fluency measures, which can also be perceived in the interview data and in their classroom performance, particularly in their interactions with students. One lecturer makes extensive use of the interactional space very comfortably, and appears to enjoy interacting with students, as she engages in spontaneous conversations and improvises and solves doubts, even language-related ones. Conversely, the other lecturer seems more anxious and self-conscious, sticking to the supervisory space (although interacting sporadically), and rejects the role of language teacher. Altogether, findings suggest that the EMI teacher's emotional experiences are connected to their actual proficiency in the language, but also to their self-beliefs about their own linguistic abilities.
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    Embargo
    (Dis)fluency and pronunciation accuracy in EMI lectures
    (Routledge, 2023-10-31) Martin-Rubió, Xavier; Diert-Boté, Irati
    The internationalisation of higher education has entailed an increase in the number of English-instructed courses in non-English-dominant countries. A group of researchers from five European universities collected data from interviews and classroom recordings of six lecturers per university, whose English language level was later classified based on the Common European Framework of Reference for Languages (CEFR). The aim of this study is to analyse: (1) the (dis)fluency of ten EMI lecturers across the five European countries (two per country) and (2) the pronunciation accuracy of four of these lecturers (two Catalan and two Italian), which will help pinpoint the aspects that differentiate proficiency levels (B2 and C1) in terms of Mean Syllables per Run, Rate of Speech Time, and Speech Time Ratio for fluency, and the type and number of deviations from the standard produced for pronunciation accuracy. The results show an alignment between fluency and accuracy measures and the CEFR classification, and further describe the aspects that differentiate the B2 and the C1 levels of these lecturers in terms of fluency and pronunciation. The chapter also reflects upon the complexity of the pronunciation accuracy construct and explores implications for EMI pedagogy and training.
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    Open Access
    Structure and agency in the development of plurilingual identities in study abroad
    (Bloomsbury Publishing, 2021-01-14) Cots Caimons, Josep Maria; Mitchell, Rosamond; Beaven, Ana
    In this chapter, we place centre stage the notion of plurilingual identity as the result of a dialectical relationship between agency and structure. In the light of these three notions, we critically discuss existing European SA research, thus suggesting a new research avenue around two relatively recent interests in applied linguistics: identity and multilingualism. The chapter can be seen as the initial stage in the elaboration of a principled platform for future research on the constitution and evolution of plurilingual identities by taking into account the individuals’ interactions with their contexts and how these interactions can be affected by and affect their linguistic repertoires. The chapter can also be considered as a useful preliminary step to reassess learners’ experiences of SA programmes, showing the need to take into account (i) students’ communicative repertoire as a whole, including both the development of their plurilingual skills and attitudes, and (ii) the structural opportunities and constraints with which students are confronted in the process of deploying their agency.