EMI Lecturer Training Programmes and Academic Literacies: A Critical Insight from ESP

Abstract

As EMI involves the integration of content and discipline-specific communication, this study focuses on intersections between ESP and EMI, especially on how ESP can contribute to improving discipline-specific communication in EMI from the perspective of content lecturers' needs. Specifically, this study provides an overview of EMI training programmes offered by universities in Catalonia (Spain), and explores the written genres assigned by content lecturers in EMI subjects. EMI training programmes are classified according to their orientation: communication, pedagogy, and multilingualism/multiculturalism (Fortanet-Gómez, 2010; Kurtán, 2003). Our analysis pays special attention to the extent to which there is an ESP focus in such training and is complemented by a questionnaire to a group of EMI lecturers on their reported use/teaching of disciplinary genres, following Nesi and Gardner (2012). Findings shed light on practices and expectations related to discipline-specific genre pedagogy, an area that is at the crossroads between EMI and ESP. By examining lecturer perspectives on EMI alongside institutional policies and training programmes, this study can help lecturers cope with the challenges of EMI, and contribute to further developing EMI-ESP lecturer collaboration. ; Kako nastava stručnih predmeta na engleskom jeziku (EMI) podrazumeva integrisanje stručnog gradiva i komunikacije karakteristične za određenu naučnu disciplinu, ova studija se bavi dodirnim tačkama između engleskog jezika struke i nauke (ESP) i EMI, posebno načinima na koje ESP može doprineti poboljšanju disciplinarne komunikacije u kontekstu EMI sa aspekta potreba nastavnika stručnih predmeta. Konkretnije, studija pruža pregled programa obuke za EMI na univerzitetima u Kataloniji (Španija) i istražuje pisane žanrove koje predaju nastavnici stručnih predmeta u nastavi na engleskom jeziku. Programi obuke klasifikovani su na osnovu opredeljenja u pogledu: komunikacije, pedagoškog pristupa i multilingvizma/multikulturalnosti (Fortanet-Gómez, 2010; Kurtán, 2003). U analizi posebnu pažnju obraćamo na stepen zastupljenosti ESP u takvim obukama i predstavljamo upitnik podeljen grupi nastavnika koji nastavu stručnih predmeta drže na engleskom jeziku i njihove odgovore o tome koje disciplinarne žanrove koriste/predaju u takvoj nastavi, po uzoru na Nesi i Gardner (2012). Rezultati otkrivaju praksu i očekivanja vezane za nastavu disciplinarno specifičnih žanrova, oblast koja se nalazi na raskršću EMI i ESP. Pošto se bavi stavovima nastavnika o EMI i institucionalnim politikama i programima obuke, ova studija može biti od pomoći nastavnicima da lakše izađu na kraj s problemima u EMI, kao i doprineti daljem razvoju saradnje između EMI i ESP nastavnika. ; This study was supported by research grant FFI2016-76383-P (Ministerio de Economía y Competitividad).