Publication: Análisis contrastivo del español y el inglés como lenguas de instrucción en la educación superior: estrategias discursivas del profesor en un corpus oral
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2016-10-27
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Universidad Complutense de Madrid
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Abstract
El amplio dominio del inglés como lengua global también está dejando huella en el mundo académico. En un principio fue la lengua a través de la cual se realizaba gran parte de la investigación y la publicación de los conocimientos específicos de cada disciplina académica. Actualmente también se está convirtiendo gradualmente en lengua de instrucción. A pesar de que en numerosos contextos a lo largo de la historia la enseñanza a través de una lengua extranjera ha sido más la regla que la excepción, las repercusiones que está causando a todos los niveles (político, económico, social, educativo y pedagógico) hacen de este fenómeno educativo un objeto necesario de investigación. Uno de los principales factores que han llevado a la adopción del inglés como lengua de instrucción en la educación superior ha sido la internacionalización de la universidad. Además, puesto que su implementación ya constituye una práctica extendida y aceptada en previos niveles educativos debido a la expansión del aprendizaje integrado de contenidos y lengua (AICLE) en primaria y secundaria (Dafouz & Guerrini, 2009; Dalton-Puffer, Nikula & Smit, 2010), continuar con este enfoque parece una elección lógica y, en principio, no muy costosa y problemática (Coleman, 2013: XIV). A este hecho hay que sumarle el factor competitivo que lleva a las universidades a atraer a estudiantes nacionales e internacionales, a profesores e investigadores con vocación y éxito de todas las partes del mundo y a alumnos de postgrado con talento con el objeto de incentivar la reputación y el prestigio de la universidad (Graddol, 2006; Ramos, 2013; Dafouz, 2015)...
The widespread dominance of English as a global language is also leaving its imprint on the academic world. First it was the language in which most research and publishing regarding specific-discipline knowledge took place. Now, it is also steadily becoming the main means of instruction. Although in the history of mankind teaching through a foreign language has been the rule rather than the exception, the powerful repercussions that it is entailing at different levels (political, economic, societal, educational and pedagogical) makes this phenomenon a necessary and worth studying object of research. One of the main drivers leading to adapting English as the medium of instruction at tertiary education has been the internationalization of universities. Moreover, since the implementation of teaching and learning contents through English as a foreign language has already been developed and established as a practice in previous educational levels (Dafouz & Guerrini, 2009; Dalton-Puffer, Nikula & Smit, 2010), namely primary and secondary, its continuation and spread through tertiary educational seems to be a logical and “the most cost- and hassle-free choice” (Coleman, 2013: XIV). Combined with this is the competitive factor that makes universities moves towards the attraction of fee-paying international students, gifted lecturers and researchers from around the world and talented postgraduates to, all together, boost university’s reputation and prestige (Graddol, 2006; Ramos, 2013; Dafouz, 2015)...
The widespread dominance of English as a global language is also leaving its imprint on the academic world. First it was the language in which most research and publishing regarding specific-discipline knowledge took place. Now, it is also steadily becoming the main means of instruction. Although in the history of mankind teaching through a foreign language has been the rule rather than the exception, the powerful repercussions that it is entailing at different levels (political, economic, societal, educational and pedagogical) makes this phenomenon a necessary and worth studying object of research. One of the main drivers leading to adapting English as the medium of instruction at tertiary education has been the internationalization of universities. Moreover, since the implementation of teaching and learning contents through English as a foreign language has already been developed and established as a practice in previous educational levels (Dafouz & Guerrini, 2009; Dalton-Puffer, Nikula & Smit, 2010), namely primary and secondary, its continuation and spread through tertiary educational seems to be a logical and “the most cost- and hassle-free choice” (Coleman, 2013: XIV). Combined with this is the competitive factor that makes universities moves towards the attraction of fee-paying international students, gifted lecturers and researchers from around the world and talented postgraduates to, all together, boost university’s reputation and prestige (Graddol, 2006; Ramos, 2013; Dafouz, 2015)...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filología, Departamento de Filología Inglesa I (Lengua y Lingüística Inglesa), leída el 27-01-2016