Por favor, use este identificador para citar o enlazar este ítem: https://repositorio.usj.es/handle/123456789/361

Título : Esp in Clil Degree Programmes
Autor: Woźniak, Monika
Palabras clave : ESP; CLIL; University; Teacher collaboration; Disciplinary literacies
Fecha de publicación: 2017
Editorial : UNIV BELGRADE, FAC ECONOMICS, KAMENICKA 6, BELGRADE, 11000, SERBIA
Citación : Woźniak, Monika. (2017). Esp in CLIL degree programmes. ESP Today. 5. 244-265. 10.18485/esptoday.2017.5.2.6.
Resumen : In view of the growing amount of English used outside language courses, this study seeks to gain insights into how language teachers at university level understand and navigate their changing roles. It examines the place of ESP teaching in a university setting in Spain where almost all language lecturers play a double role: they teach obligatory ESP courses and also support content lecturers in the integration of English into their subjects as CLIL tutors. The results of two open-ended questionnaires and interviews with ESP lecturers/CLIL tutors show that interdisciplinary teacher cooperation concentrates on raising content teachers' awareness of teaching methodology and language issues in their disciplines, but also benefits the design of ESP courses. Language specialists view their multiple and fluid roles as an opportunity to expand their horizons and welcome the chance to mediate between disciplines and participate in students' academic and disciplinary development not only in ESP courses but also throughout the degree programme. Despite the increasingly blurred dividing line between ESP and CLIL at university level, the two approaches, rather than compete, can complement each other, so to this end, language specialists' effort to find the right balance between language and content knowledge should also be addressed.
URI : https://repositorio.usj.es/handle/123456789/361
ISSN : 2334-9050
Aparece en las colecciones: Artículos de revistas

Ficheros en este ítem:
Fichero Descripción Tamaño Formato  
Monika_Wozniak_full_text.pdf639,09 kBAdobe PDFVista previa
Visualizar/Abrir


Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons Creative Commons