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CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts

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International Perspectives on CLIL

Part of the book series: International Perspectives on English Language Teaching ((INPELT))

Abstract

This chapter aims to address the research gap which has been documented in pre- and in-service teacher development programmes for English-medium instruction (EMI) at tertiary level. It conducts a large-scale analysis of the main training needs which teachers at a Spanish university have in order to step up to bilingual education in an EMI context and, based on those outcomes, sets forth a specific teacher education proposal to address the chief areas in need of attention. After framing the study against the backdrop of prior investigations on teacher training needs for bilingual education, the chapter reports on the investigation in itself. A cross-sectional concurrent triangulation mixed methods study has been conducted with 794 teachers and students involved or seeking to partake in EMI programmes at the University of Jaén, in southern Spain, an area with a deep-seated monolingual tradition. Data and methodological triangulation have been employed to gauge teachers’ and students’ perspectives through questionnaires and semi-structured interviews in 165 subjects, both at undergraduate (28 degrees) and graduate (8 MAs) levels. The outcomes provide a comprehensive picture of the main teacher training needs in this firmly entrenched monolingual setting and point to the desirability of “CLIL-ising” EMI, that is, of including an overt language focus (especially on basic interpersonal communication skills) in the training provided for both cohorts. These findings have led the development of a teacher education proposal and a full-fledged Plan for the Promotion of Plurilingualism at this university, fully attuned to those diagnosed needs.

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Notes

  1. 1.

    “The process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education” (Knight, 2004, p. 11). It involves “the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments” (Beelen & Jones, 2015, p. 69).

  2. 2.

    Some of these incentives include teaching rebates, reduced fees in the language courses offered by the university, or priority access to mobility schemes.

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Author information

Authors and Affiliations

  1. University of Jaén, Jaén, Spain

    María Luisa Pérez Cañado

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  1. María Luisa Pérez Cañado
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Correspondence to María Luisa Pérez Cañado .

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Editors and Affiliations

  1. Center for Language Education and Research, Sophia University, Tokyo, Japan

    Chantal Hemmi

  2. School of Education, University of Strathclyde, Glasgow, UK

    Darío Luis Banegas

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Pérez Cañado, M.L. (2021). CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts. In: Hemmi, C., Banegas, D.L. (eds) International Perspectives on CLIL. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-70095-9_9

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  • DOI: https://doi.org/10.1007/978-3-030-70095-9_9

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-70094-2

  • Online ISBN: 978-3-030-70095-9

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