This study analyses Internationalisation at Home (IaH) courses across a wide range of bachelor’s degrees, from humanities to hard sciences, in public universities in Catalonia, as an in-depth analysis of a South European context. IaH courses selected for analysis included courses (i) on international topics, (ii) taught in English and focusing on content (English-medium Instruction, EMI) and (iii) focusing on language, i.e. English for Specific Purposes (ESP). Results point to a high presence of international content courses, especially in humanities and social sciences, followed by EMI courses, although quantitatively scarce and mainly found in engineering. ESP courses are the least present despite their potential to prepare students for EMI. Reasons that may account for this IaH picture are presented. All in all, it seems that current policies leave language and intercultural competence in the hands of content lecturers, who may not have explicit language and intercultural learning outcomes in mind while it appears that the potential role of ESP as an internationalisation driver may be neglected. This paper thus argues for giving visibility to ESP courses and lecturers in their role for the promotion of curricular internationalisation.

中文翻译：

---

ESP，EMI和跨文化性：加泰罗尼亚的大学课程如何国际化？

这项研究分析了加泰罗尼亚公立大学中从人文科学到硬科学的各种学士学位的国际在家课程（IaH），作为对南欧环境的深入分析。选择进行分析的IaH课程包括（i）有关国际主题的课程，（ii）以英语授课并侧重于内容（英语中等教学，EMI）和（iii）侧重于语言即特定目的英语（ESP）的课程。结果表明，国际内容课程的存在率很高，尤其是在人文和社会科学领域，其次是EMI课程，尽管数量稀少且主要在工程领域发现。尽管ESP课程具有为学生准备EMI的潜力，但ESP课程却最少。提出了可能解释此IaH图片的原因。总而言之，当前的政策似乎将语言和跨文化能力留在了内容讲师的手中，这些讲师可能没有牢记明确的语言和跨文化学习成果，而ESP作为国际化推动者的潜在作用似乎已被忽略。因此，本文认为应使ESP课程和讲师在促进课程国际化中的作用具有可见性。