Bilingual education at university uc policy plan

1. Bilingual EducationBilingual Education
Programmes at HigherProgrammes at Higher
Education (EMI: English-Education (EMI: English-
Medium Instruction)Medium Instruction)
Dr. Jesús Ángel González

2.  Overview: At University, EMI (English-Medium Instruction) not
CLIL:
◦ EMI is only English, CLIL is in any language.
◦ EMI is global (very important in Asia and Africa, EFL and ESL)
◦ EMI has ideological implications
 Increasing trend. Coleman 2006: English is “the language of
higher education in Europe”. Wachter and Maiworm 2008. In
Europe:
◦ 2002: 700 programmes
◦ 2007: 2400 programmes in English, 400 Universities
◦ ACA Study
◦ Why?

3.  Reasons:
◦ Internationalization (incoming students, global market)
◦ Improving English language skills (home students)
◦ Competitiveness, prestige (proportion of international students
is a way of measuring success in rankings, international
visibility)
◦ Erasmus and Bologna have accelerated this processs - English
is already the language of research

4. Ibrahim 2001
Factors supporting the implementation of
EMI
◦ Bilingualism gives cognitive advantages
(divergent, creative thinking)
◦ The important role of English would motivate
students and teachers to learn it
◦ EMI provides more exposure to English and
more chances to acquire it
◦ Literacy skills and strategies gained in a native
language transfer to a second language

5. Common Underlying Proficiency Model
(Cummins)

6. The Threats of EMI (1)
Problems?

7. The Threats of EMI (1)
◦ The dilemma between ‘instruction’ and ‘English’
(forcing English as an L2 may lead to academic
failure)
◦ The unsopportive environment in acquiring
English (EFL and not ESL, input only in the
classroom)
◦ The general lack of English proficiency among
students and teachers. Negative impacts:
 Academically: ineffective teaching and learning
 Socially: deficient classroom social interaction
 Psychologically: frustration
 Ethical responsibility (Karen Lauridsen)

8. The European Survey on Language
Competences
First administration
– Main Study Spring 2011 (England November
2011)
– Results published June 2012
Aims:
– Establish an indicator to measure progress
towards the 2002 Barcelona conclusions, to
“improve the mastery of basic skills, in
particular by teaching at least two foreign
languages from a very early age”
Instruments
– Language tests (English, French, German,
Italian, Spanish)
– Contextual questionnaires (addressing 13
language policy issues; for students,
teachers, principals and countries)

9. Interpretation: the Common European
Framework of Reference (CEFR)
Proficient
User
C
C2
C1
Independent
User
B
B2
B1
Basic User A
A2
A1
Levels tested in ESLC

10. © UCLES 2013
Writing: a B1 task
DE - Familienmitglied EN - Favourite family member
Von einem deutschen Brieffreund bekommst du
eine E-Mail. Darin schreibt er:
… Bitte schreibe mir in deiner nächsten E-Mail,
wen du in deiner Familie besonders gern magst.
Was macht ihr gemeinsam? Warum versteht ihr
euch gut? …
Schreib eine E-Mail an deinen Freund und
antworte auf seine Fragen.
Schreib 80–100 Wörter
This is part of an email you receive from an
English pen friend:
In your next email, tell me about someone
in your family that you like a lot. What sorts
of things do you do together? Why do you
get on well with each other?
Write an email to your friend, answering
your friend's questions.
Write 80–100 words.
ES - Miembro de la familia IT – Familiare preferito
Aquí tienes parte de un e-mail que has recibido
de un amigo español.
En tu próximo e-mail, háblame de alguien de tu
familia que te guste mucho. ¿Qué tipo de cosas
hacéis juntos? ¿Por qué os lleváis bien?
Escribe un e-mail a tu amigo en el que
contestes las preguntas que te hace.
Escribe 80–100 palabras.
Questa è una parte di un'email che hai
ricevuto da un amico italiano.
Quando mi scriverai la prossima email,
parlami di una persona della tua famiglia
che ti piace molto. Che tipo di cose fate
insieme? Perché andate così d’accordo?
Scrivi un'email al tuo amico e rispondi alle
sue domande.
Scrivi 80–100 parole.

11. © UCLES 2013
A performance at CEFR B1
Dear John, Thanks for your email. In my family I like a
lot Marie. It’s my sister. I have 3 sisters but I’m
going to talk you about Sophie. Sometimes we go
shopping together and we kocht a lot of clothes.
Marie is very friendly. We talk a lot together about
our personnal life: about boys friends, school. . It’s
funny. Last week I wend in her flat in Brussel. She’s a
student in chemistery, The day we went shopping for
find a dress for her. We finded it and she’s very
beautiful. See you soon Isabelle

12. CEFR levels First language (Skills averaged)
0%
20%
40%
60%
80%
100%
UK-
ENG
(FR)
FR
(EN)
BE nl
(FR)
PL
(EN)
ES
(EN)
PT
(EN)
BE fr
(EN)
BG
(EN)
BE
de
(FR)
EL
(EN)
HR
(EN)
SI
(EN)
EE
(EN)
NL
(EN)
MT
(EN)
SE
(EN)
Percentage
B2
B1
A2
A1
Pre-A1
0%
20%
40%
60%
80%
100%
First target language (Skills averaged)

13.  The Threats of EMI (2)
◦ The limitedness of classroom discourse (students will only learn certain
skills, tasks, topics, and with a certain purpose)
◦ The ‘context-reduced’ nature of classroom communication: BICS (Basic
Interpersonal Communication Skills) vs. CALP (Cognitive Academic
Language Proficiency). Sometimes students lack the CALP, but teachers
lack the BICS.

14.  Some issues in EMI at University
◦ Submersion vs. Transitional Bilingual Education
◦ Bridging programs
◦ Full or partial EMI
◦ Scope
 Courses: not appropriate for ‘culture-specific’ courses
or ‘reflective’ courses like philosophy or art (?)
 Task difficulty (cognitively demanding, Cummins)
 Timing: earlier or later stages at University?
◦ Code-switching?
◦ Pedagogical (methodological problems).
◦ Specific problems in bilingual communities (English as a
third language).
◦ Political implications: Language as a symbol of ethnic,
cultural or national identity. “Language ecology” and
English as a “language predator”.

15. English as the language of research:
“The role of English in scientific communication:
Lingua franca or Tyrannosaurus Rex?”
Reasons? History, Economics, Linguistic?
2nd
Half of the 20th
century (1st
half, not
bigger importance than German or
French)
Increasing Trend: The Language of (Future)
Scientific Communication
Unfair?

16. Some solutions (Karen Lauridsen):
◦ Screening of students’ and lecturers’ levels of
English: rigorous assessment
◦ Additional training in English for students and
lecturers
◦ Extra incentives for students (Supplements to
the Degree) and lecturers (reduce teaching
load, preference in training and international
mobility)
◦ Bilingual Degrees
◦ Teaching methodology: Our project:
GONZÁLEZ and BARBERO: “Building Bridges Between Different
Levels of Education”, Language Value 5:1, 2013

17. Impact on Language Skills
Aguilar and Muñoz 2014
◦ 60-hour course Engineering students
◦ Measuring instrument: Oxford Placement Test
◦ Very small improvement
◦ More on listening than in gramar
◦ More in students with a lower level
Jiménez Muñoz 2014
◦ 60-hour course, Economics students
◦ Self-assessment based on CEFR descriptors
(adapted by EAQUALS)
◦ Improvement in all skills

18. Some examples in Spain:
◦ Universidad Carlos III
◦ Universidad de Oviedo
◦ Universidad de Cantabria

19. LANGUAGE POLICY PLANLANGUAGE POLICY PLAN
(PLAN DE CAPACITACIÓN LINGÜÍSTICA)(PLAN DE CAPACITACIÓN LINGÜÍSTICA)

20. B2?B2?
Skills B2
Listening I can understand extended speech and lectures and follow even complex lines of argument
provided the topic is reasonably familiar. I can understand most TV news and current affairs
programmes. I can understand the majority of films in standard dialect.
Reading I can read articles and reports concerned with contemporary problems in which the writers
adopt particular attitudes or viewpoints. I can understand contemporary literary prose.
Spoken Interaction I can interact with a degree of fluency and spontaneity that makes regular interaction with
native speakers quite possible. I can take an active part in discussion in familiar contexts,
accounting for and sustaining my views.
Spoken Production I can present clear, detailed descriptions on a wide range of subjects related to my field of
interest. I can explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
Writing I can write clear, detailed text on a wide range of subjects related to my interests. I can write
an essay or report, passing on information or giving reasons in support of or against a
particular point of view. I can write letters highlighting the personal significance of events and
experiences.

21. The Common European Framework (Council of Europe)
- Action-oriented approach: user as social
agent performing tasks in society
- Teaching and Learning through
communicative activities:
- Reading
- Listening
- Writing
- Speaking
- Interaction
- Mediation
- Long-life learning
- Autonomous learning

22. The Common European Framework Levels
(Council of Europe)
 A. Basic User: A1-A2
A1 (Access): The most basic level which can be defined. Very
simple interaction. In a few months.
A2 (Waystage): Intermediate step towards the threshold level.
Social functions.
 B. Independent User: B1-B2
B1 (Threshold level): User who crosses the metaphoric threshold
and is able to travel to a foreign country and behave
independently in daily situations (public transport, travel
agency). 375 hours for English. Nivel Intermedio EOI, PET
B2 (Vantage Level): User who is able to argue and manage in
social exchanges without imposing tension. Also able to correct
mistakes. First Certificate, Nivel Avanzado EOI
 C. Competent User: C1-C2
C1 (Effective Proficiency): Not just independent, but competent
too. Wide range of vocabulary and grammar. Able to use the
language with flexibility and efficiency for social, academic and
professional purposes. Advanced (Cambridge).
C2 (Mastery): brilliant user, able to transmit subtle shades of
meanings and to use idioms and colloquial language. Not a
native. Proficiency (Cambridge)

23. A1
A2
B1
B2
C1
C2
 Basic user
 Independent user
 Competent user

24. Any help? Dialang TestAny help? Dialang Test

25. Self-AssessmentSelf-Assessment

26. Only B2?Only B2?
B2 or….
◦ B1 in English + B1 in another European
language
◦ B1 + Erasmus/Diploma in English (30
credits)
◦ B1 + 12 credits in Additional Classes
(Formación complementaria)

27. How to show what you knowHow to show what you know
External Certificate:
◦ Escuela Oficial de Idiomas
◦ University of Cambridge
◦ CIUC
◦ Trinity College (ISE only)
◦ British Council
◦ International Baccalaureate
Exams organized by the UC (Department
of Philology and Language Centre (CIUC),
coordinated by the Vicerectorate for
Internationalisation)

28. What do students need to show?What do students need to show?
Action-oriented approach
- Teaching and Learning through
communicative activities:
- Reading
- Listening
- Writing
- Speaking
- Interaction
- Assessment based on these activities (“the 4
skills”)

29. How much do students know?How much do students know?
(2014-2015)(2014-2015)
A1 7%
A2:
38%
B1: 20 %
B2: 32%
C1: 3
%
C2

30. Solutions?Solutions?

31. 1. Basic Subject: English1. Basic Subject: English
B1 level
4 skills
Combination of General and Specific
English
Orientation for Self-Learning
Example: B.A. in History

32. • History of the USA
•“Does the USA have any
history?” (Think in English)
•Animated Atlas: “Growth of a
nation”
•Table of Historical Events
• Test (Calvin and Hobbes)
•Oral Interaction: History Trivial
Pursuit
• Writing Assignment: Blog

33. Content and languageContent and language
History of the USA:
◦ general introduction
◦ geography
◦ the colonies
◦ growth of the
territory…
•Specific vocabulary related
to history: action verbs,
nouns,
•Phrases related to
history
•Verb tenses to talk
about the past: (Past
simple, Past
Continuous, Past
Perfect)

37. 2 Beginning of the Civil War
3 Declaration of Independence
6 The Mayflower arrives at Plymouth
8 Kennedy assassinated
20 Twin Towers Terrorist Attack
21 World War II begins in Europe
23 Beginning of the New Deal
24 Beginning of World War I
26 Stock Market Crash.

43. 2. Additional classes2. Additional classes
Summer Courses (2 credits):
◦ Learn English Better!
◦ Learning English Through Culture
◦ Conversation courses (A2-B1)
Cross-curricular subjects (transversales):
◦ Written and Spoken Communication (4 c)
◦ Tandem (Conversation Exchange) (2)
◦ Writing an Academic Paper (2)
◦ Keys to the Job Market (2)
◦ Culture of English Speaking Countries (2)
English Day by Day (6 credits)
Courses organized by the different
Schools and Faculties

44. Subjects taught in EnglishSubjects taught in English
Teachers’ Level of English: C1.
◦ How to show it:
 C1 Certificate
 Self-report + Interview
◦ How to reach it:
 CIUC/EOI/research stays…
 Classes organized by the Language Policy Division
(Área de Capacitación Lingüística)
◦ 3-4 students
◦ Grouped by departments/faculties
◦ Simulation of teaching practice
◦ 30-40 participants
 Travel grants for language-oriented stays

45. Subjects taught in EnglishSubjects taught in English
Any experience?
Problems?
You are ready to enjoy the excellences of this
stunning course!

49. REFERENCES
Aguilar, M. and Muñoz, C. 2013. “The effect of proficiency
on CLIL benefits in engineering students in Spain”
Baker, C. 1996. Foundations of Bilingual Education and
Bilingualism.
Cummins J. 1984. “Wanted: A theoretical framework for
relating language proficiency to academic achievement
among bilingual students.”
Cummins, J. & Swain, M. 1986. Bilingual Education.
Doiz, A. et al. 2013. English-Medium Instruction at
Universities: Global Challenges
 GONZÁLEZ and BARBERO: “Builiding Bridges Between Different
Levels of Education”, Language Value 5:1, 2013
Ibrahim, J. 2001 “The Implementation of EMI in Indonesian
Universities”
Jiménez Muñoz, A. “Measuring the impact of CLIL on
language skills: a CEFR-based approach for Higher
Education”