I have been a student at postgraduate programme in
CLIL at UAB during the academic 2015/16 and here are the roots of my interest
on the topic of teaching language through content and vice versa. Apart from
CLIL there are other programmes that offer the same or similar possibilities,
and one of these is English Medium Instruction (EMI) which is offered at
tertiary level of education.
EMI at university
level is seen as a mechanism for internationalising the educational offer, building
the English language capacity, and creating opportunities for students to join
a global academic and business community. EMI is an authentic way to learn a
language, especially language for career purposes.
Since 2012 the UAB offers English-Medium Primary
Education Bachelor’s Degree. Every year this programme of study receives 4
groups of future primary school teachers, three groups being taught in Catalan
and one in English.
Within this framework
I would like to build a study on the question of Evaluation processes in EMI
Bachelor´s Degree for Primary School Teachers at UAB.
The focus of the research will be to analyse the
impact of the language in the Evaluation process at university EMI courses. Are
language and content separable? Is it possible to evaluate students´ knowledge
without evaluating the language? What are the components taken into account when
delivering the final mark?
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