ABSTRACT

In the shift to English-medium instruction (EMI) in European higher education, policy often runs ahead of research and curricular decisions are taken independent of evidence regarding their suitability for achieving broader educational goals, which may range from internationalisation as a general strategy to English language learning as a more specific one. Where English language learning is a goal, EMI may be CLILised, that is, it is adopted not only for content delivery, but also as a means through which students might improve their English. Drawing on interviews and classroom observations, and employing a Membership Categorisation Analysis methodology, this paper examines how a lecturer in agronomic engineering at a Catalan university experiences CLILised EMI. It documents how the lecturer positions himself as a content lecturer and how categories are produced and negotiated in interviews and classroom practices. Among other things, the paper shows that while the lecturer refuses to inhabit an English-language teacher identity, he nonetheless acts in this capacity when he focusses on vocabulary learning through the provision of glossaries and translation. These and other findings point to a more general disjuncture between policy and practice, which, it is argued, needs to be addressed by university administrators and EMI lecturers.

摘要

在欧洲高等教育向英语教学 (EMI) 的转变过程中，政策往往先于研究，并且课程决策的制定与有关其是否适合实现更广泛教育目标的证据无关，这些目标可能从国际化作为总体战略到英语语言学习是一种更具体的学习方式。在英语语言学习是目标的情况下，EMI 可能是 CLIL ised，也就是说，它不仅用于内容传递，而且还用作学生提高英语水平的手段。借鉴访谈和课堂观察，并采用会员分类分析的方法，本文探讨了在加泰罗尼亚大学的经验，在农业工程讲师CLIL ISED电磁干扰。它记录了讲师如何将自己定位为内容讲师，以及如何在访谈和课堂实践中产生和协商类别。除其他外，该论文表明，虽然讲师拒绝以英语教师身份存在，但当他通过提供词汇表和翻译专注于词汇学习时，他仍然以这种身份行事。这些和其他发现表明政策与实践之间存在更普遍的脱节，有人认为，这需要大学管理人员和 EMI 讲师来解决。