Using the L1 in University-Level EMI: Attitudes among Lecturers in Spain

Autor/inn/en	Breeze, Ruth; Roothooft, Hanne
Titel	Using the L1 in University-Level EMI: Attitudes among Lecturers in Spain
Quelle	In: Language Awareness, 30 (2021) 2, S.195-215 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1903911
Schlagwörter	College Faculty; Teacher Attitudes; Native Language; Empathy; Language of Instruction; Universities; Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Multilingualism; Attitude Change; Language Attitudes; Language Usage; Spanish; Bilingual Education; Classroom Communication; College Students; Spain + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Empathie; Teaching language; Unterrichtssprache; University; Universität; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Mehrsprachigkeit; Multilingualismus; Attitudinal change; Einstellungsänderung; Sprachverhalten; Sprachgebrauch; Spanisch; Bilingual teaching; Bilingualer Unterricht; Klassengespräch; Collegestudent; Spanien
Abstract	English medium instruction (EMI) is widespread in European universities. In most such contexts, students and teachers are able to communicate in at least one other language, generally the shared L1. Recent studies in English-speaking countries and postcolonial settings have suggested that attitudes towards L1 use in EMI are changing, and that multilingualism in the classroom is accepted or even positively embraced. However, some studies in expanding circle countries such as Spain and Turkey indicate that this trend is not universal. This paper uses evidence from narrative frames administered to 60 EMI lecturers at 5 universities in northern Spain to investigate their attitudes to L1 use, identify how these intersect with their age, years of experience in EMI, gender and subject area, and shed light on their conceptualisations of EMI and emergent practices. Around half believed that L1 use was not acceptable, while most of the others only allowed the L1 in highly circumscribed conditions (to repair breakdowns in communication, to foster empathy outside the classroom, or to refer to local phenomena). Our evidence reflects the struggle to further the use of English in EMI settings where this language is a relative newcomer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01