Drawing on Systemic Functional Linguistics, and especially, on the notions of genre (Martin, 1985; Eggins, 1994) and phase (Young 1990, 1994), the present paper pursues a two-fold objective: (i) to identify the type, function and linguistic realisation of the metadiscursive devices (MDs) used in the organisation of lectures; and (ii) to account for similarities and differences between the L1 and L2 and assess their implications for teacher training. The contrastive analysis of six lectures given by the same speakers in Spanish (L1) and English (L2) reveals differences regarding the types and realisations of MDs. Specifically, the Spanish data show more explicit signalling, a wider variety of stylistic choices, and a higher use of interaction devices and conclusion markers. These findings point to the need for precise language objectives (e.g. explicit focus on the role of MDs) in CLIL teacher education in university contexts.
2023. So What Do We Have Here? An Engineering Lecturer’s Metadiscursive Use of Rhetorical Questions in L1 and English-Medium Instruction. In New Trends on Metadiscourse, ► pp. 11 ff.
Aguilar-Pérez, Marta & Sarah Khan
2022. Metadiscourse use when shifting from L1 to EMI lecturing: implications for teacher training. Innovation in Language Learning and Teaching 16:4-5 ► pp. 297 ff.
Bier, Ada
2022. From effective lecturing behaviour to hidden cognitions: a preliminary model explaining the Language-Teaching Methodology Interface. Innovation in Language Learning and Teaching 16:4-5 ► pp. 351 ff.
Xia, Ling Angela & Ivana Vulic
2022. Book review. International Journal of English for Academic Purposes: Research and Practice 2022:Autumn ► pp. 181 ff.
Babich, Irina M., Vera K. Omarova, Aliya A. Baratova & Natalia I. Churkina
2021. Integration of IBL and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences in Multilingual Environment. Integration of Education 25:2 ► pp. 304 ff.
Aguilar-Pérez, Marta & Elisabet Arnó-Macià
2020. “He's a Good Lecturer in Any Language”. In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ], ► pp. 153 ff.
Llinares, Ana & Amaya Mendikoetxea
2020. Enhancing Interactional Competence in EMI. In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ], ► pp. 87 ff.
Rowland, Leonie & Neil Murray
2020. Finding their feet: lecturers’ and students’ perceptions of English as a medium of instruction in a recently-implemented Master's programme at an Italian university. Journal of Multilingual and Multicultural Development 41:3 ► pp. 232 ff.
Sánchez-García, Davinia
2020. Internationalization Through Language and Literacy in the Spanish- and English-Medium Education Context. In Integrating Content and Language in Multilingual Universities [Educational Linguistics, 44], ► pp. 131 ff.
2018. New Contexts, New Challenges for TESOL: Understanding Disciplinary Reasoning in Oral Interactions in English‐Medium Instruction. TESOL Quarterly 52:3 ► pp. 540 ff.
Lasagabaster, David
2018. Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching 51:3 ► pp. 400 ff.
2017. Training teachers for English Medium Instruction: lessons from research on second language listening comprehension. Revista de Lingüística y Lenguas Aplicadas 12:1 ► pp. 55 ff.
Aguilar, Marta & Carmen Muñoz
2014. The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics 24:1 ► pp. 1 ff.
This list is based on CrossRef data as of 29 november 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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