The debate on the roles of language and literacy in the increasingly internationalised university contexts where disciplinary content is taught through the medium of English has been a matter of recent research concerns. Despite the limited focus on language and literacy in English-medium instruction (EMI) programmes, there is currently increasing recognition of the need for explicit awareness of subject-specific language and literacies to favour content learning. However, there is a paucity of empirical research that measures the impact of students’ disciplinary language and literacy skills on content achievement in EMI contexts. To address this issue, this paper analyses the relationship between the use of disciplinary-literacy variables related to the genre and specialized-language features of the laboratory report at the levels of text structure, cohesion, grammar, and vocabulary, and students’ content proficiency in English-medium writing in a Spanish undergraduate setting. Results show a positive relationship between the frequency of occurrence of certain disciplinary-literacy variables and students’ content proficiency. In particular, moves, cohesive devices, technical words, and passive voice appear as significant indicators of content proficiency in English-medium laboratory report writing. These findings strengthen the need to provide students with subject-specific language and literacy support for successful academic development in EMI courses.

关于语言和读写能力在日益国际化的大学环境中的辩论，这是通过英语媒介教授学科内容的问题，这是最近研究关注的问题。尽管在英语中等教学（EMI）计划中对语言和识字的关注有限，但目前越来越多的人认识到需要明确认识特定学科的语言和识字以支持内容学习。然而，在EMI环境下，缺乏实证研究来衡量学生的学科语言和读写能力对内容成就的影响。为了解决这个问题，本文分析了与实验室报告的体裁和专业语言特征相关的学科素养变量的使用在文本结构，衔接，语法和词汇水平上与学生在英语写作中的内容熟练程度之间的关系在西班牙大学学习。结果表明，某些学科素养变量的出现频率与学生的内容熟练程度呈正相关。尤其是，移动，衔接设备，技术词汇和被动语态似乎是中英文实验室报告撰写中内容熟练程度的重要指标。这些发现加强了为EMI课程的成功学术发展提供学生特定语言和素养支持的需求。以及学生在西班牙大学本科英语教学中的内容熟练程度。结果表明，某些学科素养变量的发生频率与学生的内容熟练程度呈正相关。尤其是，移动，衔接设备，技术词汇和被动语态似乎是中英文实验室报告撰写中内容熟练程度的重要指标。这些发现加强了为EMI课程的成功学术发展提供学生特定语言和素养支持的需求。以及学生在西班牙大学英语环境中英语写作的内容熟练程度。结果表明，某些学科素养变量的出现频率与学生的内容熟练程度呈正相关。尤其是，移动，衔接设备，技术词汇和被动语态似乎是中英文实验室报告撰写中内容熟练程度的重要指标。这些发现加强了为EMI课程的成功学术发展提供学生特定语言和素养支持的需求。衔接性的设备，技术词汇和被动语态似乎是中英文实验室报告写作中内容熟练程度的重要指标。这些发现加强了为EMI课程的成功学术发展提供学生特定语言和素养支持的需求。衔接性的设备，技术词汇和被动语态似乎是中英文实验室报告写作中内容熟练程度的重要指标。这些发现加强了为EMI课程的成功学术发展提供学生特定语言和素养支持的需求。