Critical Components of Integrating Content and Language in Spanish Higher Education

Autor/in	Fortanet-Gómez, Immaculada
Titel	Critical Components of Integrating Content and Language in Spanish Higher Education
Quelle	In: Across the Disciplines, 8 (2011) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	English (Second Language); Second Language Learning; Language of Instruction; Course Content; Language Teachers; Pedagogical Content Knowledge; Educational Innovation; English for Special Purposes; College Faculty; Program Descriptions; Spanish; Multilingualism; Meetings; Educational Policy; Higher Education; Questionnaires; Undergraduate Students; Student Attitudes; Teacher Attitudes; International Cooperation; Educational Cooperation; Student Mobility; College Credits; Teaching Methods; Interdisciplinary Approach; Second Language Instruction; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Kursprogramm; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Instructional innovation; Bildungsinnovation; Fakultät; Spanisch; Mehrsprachigkeit; Multilingualismus; Meeting; Tagung; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Schülerverhalten; Lehrerverhalten; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fremdsprachenunterricht; Ausland; Spanien
Abstract	After the harmonization process carried out in Spanish higher education following the Bologna Declaration, many universities have decided to introduce English as the language of instruction for some studies. From 2010, the new study programmes have been implemented, and there is an urgency to define what is meant by "teaching in English". Some researchers have investigated the constraints and difficulties of introducing a second or third language of instruction and have shown the difficulties content teachers have in recognising and describing their disciplinary discourse (Jacobs, 2007), which would make it very difficult for them to teach it in a foreign language. There seems to be a need for dialogue between language and content teachers, in which they can express their experiences, opinions and fears. An innovative education project proposed by ESP teachers at Universitat Jaume I investigated how teachers intend to implement the directive to introduce English as a third language of instruction and the relationship they think should be established between language and content teachers. This paper summarizes the discussions developed in the meetings held in the framework of this project. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01