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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Carrapiso, Ana Isabel, Elena González, María Jesús Petrón, Francisco Pérez-Nevado & Paula Gaspar
2023. Agricultural Engineering Students’ Segmentation in Relation to Their Attitudes towards English-Medium Instruction. Education Sciences 13:2 ► pp. 121 ff.
Malmström, Hans, Diane Pecorari & Marcus Warnby
2023. Teachers’ receptive and productive vocabulary sizes in English-medium instruction. Journal of Multilingual and Multicultural Development► pp. 1 ff.
Marcjanik, Miłosz
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Dang, Thi Ngoc Yen
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Karabassova, Laura
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Breeze, Ruth & Hanne Roothooft
2021. Using the L1 in university-level EMI: attitudes among lecturers in Spain. Language Awareness 30:2 ► pp. 195 ff.
2021. The profiles of English medium instruction teachers in higher education. International Journal of Applied Linguistics 31:3 ► pp. 458 ff.
Sahan, Kari
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Álvarez-Gil, Francisco J.
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.
Knagg, John
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Macaro, Ernesto, Mustafa Akincioglu & Shuangmiao Han
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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.
Alcaraz-Mármol, Gema
2018. Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain. Latin American Journal of Content & Language Integrated Learning 11:1 ► pp. 39 ff.
Breeze, Ruth & Emma Dafouz
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.
2015. The Effects of Implementing CLIL in Education. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 51 ff.
Dafouz, Emma, Mar Camacho & Elena Urquia
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Hu, Guangwei & Jun Lei
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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.
This list is based on CrossRef data as of 29 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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