The importance of certification of English medium instruction teachers in higher education in Spain

  1. Ernesto Macaro 1
  2. Antonio Jiménez-Muñoz 2
  3. David Lasagabaster 3
  1. 1 University of Oxford
    info

    University of Oxford

    Oxford, Reino Unido

    ROR https://ror.org/052gg0110

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  3. 3 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

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Journal:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Year of publication: 2019

Issue: 32

Pages: 103-118

Type: Article

DOI: 10.30827/PL.V0I32.13702 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Sustainable development goals

Abstract

The growth of English medium instruction (EMI) courses in non-English-speaking countries has been mirrored by a growth in research into EMI teacher beliefs. Although this research has reported that EMI teachers find teaching content subjects in English (their second language) a challenge, virtually no research has investigated the competencies EMI teachers believe they need in order to deliver courses effectively and whether certification of those competencies is possible and/or desirable. Using questionnaires and interviews we investigated how much and what types of certification were currently available in Spain and the beliefs of teachers and managers in Spanish universities with regard to professional development and certification. We found overall strong support for both greater professional development and for certification, whilst some uncertainty remained as to how both of these desirables might be implemented and financed.

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Data source: Dialnet