Today, more and more universities in Spain are starting to design language policies, usually including Spanish and English. At the same time, Spain has a special socio-political context since part of its territory is already bilingual. This paper examines the opinions and attitudes of academics at a bilingual Valencian-Spanish university which is about to implement a multilingual policy adding English as a third language of instruction. Therefore, in order to start planning the implementation of the teacher development programme and complementary communication campaigns that are part of the recently approved policy, it was considered important to determine the beliefs of academics regarding their proficiency in the three languages involved and the ways to teach in them (Borg 2003). A questionnaire was distributed to a stratified sample of the lecturers at Universitat Jaume I in order to find out what lecturers believed to be their competence in the three priority languages and to identify what they regarded as the main pedagogical styles used in their discipline. Additionally, lecturers were asked, by means of a semi-structured discussion, about their attitudes towards multilingual teaching. The results of this study shed some light on teacher training needs regarding language and pedagogy and allow for suggestions as to possible measures in support of implementing multilingual language policies.
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2017. Constructing complex Cognitive Discourse Functions in higher education: An exploratory study of exam answers in Spanish- and English-medium instruction settings. System 70 ► pp. 81 ff.
Breeze, Ruth & Hanne Roothooft
2021. Using the L1 in university-level EMI: attitudes among lecturers in Spain. Language Awareness 30:2 ► pp. 195 ff.
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2023. Agricultural Engineering Students’ Segmentation in Relation to Their Attitudes towards English-Medium Instruction. Education Sciences 13:2 ► pp. 121 ff.
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2014. ‘Surely they can't do as well’: a comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes. Language and Education 28:3 ► pp. 223 ff.
Dang, Thi Ngoc Yen
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2023. Defining English Medium Instruction: Striving for comparative equivalence. Language Teaching 56:4 ► pp. 539 ff.
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2015. The Effects of Implementing CLIL in Education. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 51 ff.
2021. In Conversation with Ernesto Macaro on English Medium Instruction. RELC Journal 52:2 ► pp. 334 ff.
2019. The Role of Language Policy Documents in the Internationalisation of Multilingual Higher Education: An Exploratory Corpus-Based Study. Languages 4:3 ► pp. 56 ff.
Werther, Charlotte, Louise Denver, Christian Jensen & Inger M. Mees
2014. Using English as a medium of instruction at university level in Denmark: the lecturer's perspective. Journal of Multilingual and Multicultural Development 35:5 ► pp. 443 ff.
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2021. Essential Framework for Planning CLIL Lessons and Teachers’ Attitudes Toward the Methodology. In Teaching Language and Content in Multicultural and Multilingual Classrooms, ► pp. 315 ff.
This list is based on CrossRef data as of 19 november 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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