A Comparison of Two Lecturers in an EMIContext: The Interplay Between LanguageProficiency and Self-concept in the Classroom
-
Irati Diert-Boté [1] ; Xavier Martin-Rubió [1]
-
[1] Universitat de Lleida
Universitat de Lleida
Lérida, España
-
- Localización: Recent advances in second language emotion research / coord. por Irini Mavrou, Mercedes Pérez Serrano, Jean-Marc Dewaele, 2022, ISBN 978-84-1125-575-2, págs. 271-294
- Idioma: español
- Texto completo no disponible (Saber más ...)
-
Resumen
One of the impacts of the internationalization of highereducation has been the increase in the number of subjects taught in Englishin countries where it is not an official language. Consequently, teachers havebeen forced to improve their proficiency in English, a situation which tendsto contribute to a sense of insecurity, tiredness, burnout and demotivation(Doiz & Lasagabaster, 2018). The aim of this chapter is therefore to analyze, through the lens of self-concept, the emotions and (self-)beliefs of two Tourismlecturers from a Catalan university regarding their linguistic competency asEnglish language users and as English Medium Instruction (EMI) lecturers.An analysis has been performed of the teachers’ accuracy and fluencyrates, of their classroom performance (of one session each), and of fourinterviews (two with each lecturer at different timespans). Findings showdifferences in accuracy and fluency measures, which can also be perceivedin the interview data and in their classroom performance, particularly intheir interactions with students. One lecturer makes extensive use of theinteractional space very comfortably, and appears to enjoy interacting withstudents, as she engages in spontaneous conversations and improvises andsolves doubts, even language-related ones. Conversely, the other lecturerseems more anxious and self-conscious, sticking to the supervisory space(although interacting sporadically), and rejects the role of language teacher.Altogether, findings suggest that the EMI teacher’s emotional experiencesare connected to their actual proficiency in the language, but also to theirself-beliefs about their own linguistic abilities.
