Students’ Beliefs about English Proficiency and English-Medium Instruction at the University of Andorra
Vaughan, Alisa May
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As the University of Andorra adapts to globalization and the internationalization of higher education, UdA administrators have adopted language policies that prioritize English and the implementation of EMI (Grup de Recerca en Llengües, 2018; Política lingüística, 2021; Universitat d’Andorra, 2018). In this way, English has taken a privileged position as a vehicular language alongside Catalan, with all four on-campus bachelor’s degrees having introduced compulsory EMI courses into their curricula (Consell de la qualitat de la Universitat d’Andorra, 2017; Llengües, 2020). This study explores UdA students’ language beliefs about UdA’s language management according to Spolsky’s (2004) three-component theory on language policy (language management, language beliefs, and language practices). An analysis of UdA students’ language beliefs as a way of measuring their congruency with UdA’s language management decisions is crucial to understanding their potential for success (Spolsky, 2005). This research presents the first qualitative data on UdA students’ beliefs about English proficiency and EMI, to our knowledge. This current section presents this study’s most significant conclusions and the author’s recommendations for UdA’s language policy. It also describes this study’s limitations and provides ideas for future research on EMI at UdA.
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