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Universitats internacionals i plurilingües? Entre les polítiques i les pràctiques a les universitats de Catalunya
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The integration of language and content in English-medium instruction courses: Lecturers’ beliefs and practices
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 38, 2019, pags. 151-176 (2019)
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Studying in a 'multilingual university' at home or abroad: Perspectives of home and international students in the Basque Country, Catalonia and Wales
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Language Errors in an English-Medium Instruction University Setting: How do Language versus Content Teachers Tackle them?
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 30, 2018, pags. 131-148 (2018)
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Teaching staff's views about the internationalisation of higher education: the case of two bilingual communities in Spain
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Abstract:
The process of internationalisation of higher education can be seen as fluctuating between two main discourses: economic competition and academic internationalisation (Bolsman & Miller 2008). Within the former type of discourse, internationalisation is constructed as a means to generate income, in competition with other institutions, through the provision of research and teaching services of a high quality to as many ‘clients’ as possible. From the point of view of academic internationalism, internationalisation is represented as a joint enterprise by institutions from different countries for the advancement of human knowledge and intercultural understanding. In this paper we aim to explore the views of the teaching staff of two bilingual universities in Spain in connection with the process of internationalisation of their institution, placing a special emphasis on its impact on language policy. The sample for this study was made up of 173 university teaching staff who completed a questionnaire in which they were asked to express their views on issues such as internationalisation at higher education institutions, academic mobility and their attitudes towards multilingualism. The participants belonged to two officially bilingual universities in Spain, namely the University of Lleida (UdL) and the University of the Basque Country (UBC). Variables such as the sociolinguistic context, gender, mother tongue and age were considered when scrutinising the participants’ answers with a view to drawing a picture of internationalisation which included opinions on academic mobility and multilingualism from the teaching staff’s perspective.
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Keyword:
Bilingualism; Bilingüisme; College teachers; Educació superior; Higher education; Professors universitaris
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URL: http://hdl.handle.net/10459.1/49475
https://doi.org/10.1515/multi-2013-0036
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The Impact of Type of Approach (CLIL Versus EFL) and Methodology (Book-Based Versus Project Work) on Motivation
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 23, 2015, pags. 41-57 (2015)
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Cómo analizar los efectos de los programas de movilidad en la formación del futuro traductor: proyecto de evaluación científica
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In: Hermēneus. Revista de Traducción e Interpretación; Núm. 14 - Año 2012; 167-190 ; 1139-7489 (2012)
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Bilingüismo y educación en la Comunidad Autónoma Vasca: resultados en las lenguas oficiales y en las lenguas extranjeras
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In: Interlingüística, ISSN 1134-8941, Nº. 9, 1998, pags. 159-162 (1998)
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