In view of the growing amount of English used outside language courses, this study seeks to gain insights into how language teachers at university level understand and navigate their changing roles. It examines the place of ESP teaching in a university setting in Spain where almost all language lecturers play a double role: they teach obligatory ESP courses and also support content lecturers in the integration of English into their subjects as CLIL tutors. The results of two openended questionnaires and interviews with ESP lecturers/CLIL tutors show that interdisciplinary teacher cooperation concentrates on raising content teachers’ awareness of teaching methodology and language issues in their disciplines, but also benefits the design of ESP courses. Language specialists view their multiple and fluid roles as an opportunity to expand their horizons and welcome the chance to mediate between disciplines and participate in students’ academic and disciplinary development not only in ESP courses but also throughout the degree programme. Despite the increasingly blurred dividing line between ESP and CLIL at university level, the two approaches, rather than compete, can complement each other, so to this end, language specialists’ effort to find the right balance between language and content knowledge should also be addressed.

中文翻译：

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CLIL学位课程中的ESP

鉴于在外部语言课程中使用英语的人数不断增加，本研究旨在深入了解大学级语言教师如何理解和驾驭他们不断变化的角色。它考察了ESP教学在西班牙大学环境中的地位，在西班牙，几乎所有的语言讲师都扮演着双重角色：他们教授强制性的ESP课程，还支持内容讲师将英语作为CLIL老师融入他们的学科。两次开放式问卷调查和ESP讲师/ CLIL导师访谈的结果表明，跨学科的教师合作集中于提高内容教师对其学科中教学方法和语言问题的认识，同时也有利于ESP课程的设计。语言专家将其多种多样的角色视为拓展视野的机会，并欢迎有机会在各学科之间进行调解，不仅在ESP课程中而且在整个学位课程中参与学生的学术和学科发展。尽管在大学水平上ESP和CLIL之间的界限越来越模糊，但这两种方法而不是相互竞争，可以互相补充，因此，为此，语言专家在语言和内容知识之间寻求正确平衡的努力也应得到解决。 。