Emi classes¿ diagnosis and creation of a protocol for the implementation of a more clil-ised methodology in the primary education bilingual degree of the university of lleida
- Autores: Gemma Saladrigues
- Directores de la Tesis: Montserrat Casanovas Català (dir. tes.), Àngels Llanes (codir. tes.)
- Lectura: En la Universitat de Lleida ( España ) en 2022
- Idioma: español
- Tribunal Calificador de la Tesis: David Lasagabaster Herrarte (presid.), Alexandra Vraciu (secret.), Elsa Tragant Mestres de la Torre (voc.)
- Programa de doctorado: Programa de Doctorado en Educación, Sociedad y Calidad de Vida por la Universidad de Lleida
- Materias:
- Enlaces
- Tesis en acceso abierto en: TDX
- Resumen
Over the last few decades, the process of globalisation has led to the activation of different economic, social, cultural and linguistic driving forces, and in particular, it has directly affected the educational sector (Hu, 2019). Higher education institutions are tackling this challenge mostly by adding English Medium Instruction (EMI) programmes to their undergraduate degrees, as a way of fostering the students¿ English language learning, preparing them for labour markets and opening their doors to international students (Coleman, 2006; Doiz et al., 2011; Pérez-Encinas et al., 2017).
The present study seeks to evidence the impact that the EMI methodology in a bilingual degree had on its students¿ English language learning, and to offer practical guidelines to enhance these programmes. To achieve these objectives, the English language communicative competence of a group of students attending EMI classes was assessed, together with the analysis of the teaching methods used with those class groups. From the findings obtained, two improvement protocols were created to provide a more CLIL-ised methodological usage in the tertiary education context. For that purpose, the study focused on a group of 35 students enrolled in their first year of the Primary Education Bilingual Degree at the University of Lleida. The data collection was conducted during the 2015-2016 academic year, and the students participated in a pre- and post- test design. To collect information about the teaching methods used, eight EMI classes were recorded and analysed using six different surveys. Moreover, two surveys were administered to both the students and teachers. The results were transcribed and analysed statistically using the CHILDES and SPSS programmes.
The findings obtained confirm that the EMI methodology used in the bilingual degree had a positive impact on the students¿ English language communicative competence over an academic year (although improvement was not across the board), mostly on their writing skills and on their general English proficiency level. The analysis done of the EMI class observations and the information obtained from surveys by both the students and teachers allowed us to justify these results. Among the reasons described, we could stand out the presence of writing tasks in most of the sessions, the L2 usage by the teacher most of the time, the work on different language skills, the L2 extra-material offered, the constant feedback given by the lecturers, etc. However, the weak results obtained on some of the measures, mostly the oral ones, could be improved with a higher promotion of oral tasks in class, the L2 oral interaction between students and teachers and the presence of more vocabulary tasks in the different sessions. Not only did the teaching methods analysed justify the reason for some of the English language improvements, but they also led to a list of pedagogical and organizational proposals to improve the teaching and learning methodology in the tertiary education. Thus, two decalogues were designed, which included practical and relevant proposals that would foster the implementation of a more CLIL-ised methodology.
In conclusion, the present investigation has contributed to the research field of second language teaching and learning, and the promotion of bilingual programmes in tertiary fields, by evidencing the positive impact that these programmes can have on the students¿ English language development, and by providing an integral plan that promotes the shift towards a CLIL methodology.
Key words: English Medium Instruction (EMI), Content and Language Integrated Learning (CLIL), second language teaching and learning, bilingual programmes in tertiary fields.
