Multilingual education: a contrastive analysis in humanities, social sciences and health sciences

• Autores: Lucía Bellés Calvera
• Directores de la Tesis: Begoña Bellés Fortuño (dir. tes.)
• Lectura: En la Universitat Jaume I ( España ) en 2021
• Idioma: español
• Tribunal Calificador de la Tesis: María Luisa Carrió Pastor (presid.), Mari Carmen Campoy Cubillo (secret.), Niall Robert Curry (voc.)
• Programa de doctorado: Programa de Doctorado en Lenguas Aplicadas, Literatura y Traducción por la Universidad Jaume I de Castellón
• Materias:
  • Lingüística
    • Lingüística aplicada
      • Bilingüismo
      • Enseñanza de lenguas
• Enlaces
  • Tesis en acceso abierto en: TDX
• Resumen

  • The internationalisation of educational institutions has prompted the emergence of Content and Language Integrated Learning (CLIL) practices in educational settings (Carrió-Pastor, 2013, 2019b). This study seeks to present a comparative analysis of metadiscoursal features produced in CLIL lectures and seminars offered in the fields of Soft Sciences and Hard Sciences. As for the methodology, the data were retrieved from several research instruments: audio-recorded interviews, transcripts of CLIL seminars and lectures, observation rubrics, students’ questionnaires and placement tests. The findings in the area of Soft Sciences indicate that the linguistic devices found in teacher discourse seem to be more predominant in the fourth-year module delivered in the History degree. It has also been illustrated that metadiscoursal features are more numerous in Hard Sciences, where communicative exchanges occur at a higher rate. This investigation sheds some light on the relevance of interpersonal markers in multilingual interaction practices delivered in higher education. Evidence may be used in future teacher training programmes in order to support meaningful CLIL experiences.