La formación en línea para profesorado de Lenguas para Fines Específicos en las universidades españolas

  1. Paloma López-Zurita 1
  2. María Vázquez Amador 1
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Journal:
LFE: Revista de lenguas para fines específicos

ISSN: 1133-1127

Year of publication: 2022

Issue Title: Audiovisual Translation in the Foreign Language Classroom

Volume: 28

Issue: 2

Pages: 242-259

Type: Article

DOI: 10.20420/RLFE.2022.561 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: LFE: Revista de lenguas para fines específicos

Abstract

This paper presents the results of the initial phase of the European project "LSP Teacher Education Online Course for Professional Development" (LSP-TEOC.Pro) run by a strategic partnership consortium consisting of ten member institutions. Nine of these institutions are directly involved as teachers of languages for specific purposes (LSP) and the tenth is the British research organization Arcola Research Llp. The objective of this project is to provide students and teachers of Languages for SpecificPurposes (LSP) with a multilingual online course which will allow them to acquire the competences needed for a successful implementation of teaching languages in a specific context. This course will be taught online (also known as distance learning, e-learning or web-based learning, among others), as online teaching has recently become one of the main characteristics of the 21st century educational system (Tsai & Machado, 2002). This study focuses on the analysis and synthesis of the existing online LSP teacher training programmes in Spanish universities. Eighty-two Spanish universities, both public and private, were reviewed and, interestingly, only 11 online LSP teacher training courses were identified. The results have been compared with those obtained in a previous study carried out by the same working group in the European Project "TRAILs" (Vázquez Amador & López-Zurita, 2021), complementing the existing information and offering an exhaustive overview of training programs for LSP teachers working in both face -to-face and online contexts in Spain.

Bibliographic References

  • AA. VV. (2008). Enseñanza de la lengua para fines específicos. Diccionario de términos clave de ELE. https://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/ensenanzafinesespec.htm [20/02/2022]
  • Agarwal, M. K. (2010). Internet-based language learning y teaching. Innovative infotechnologies for science, business y education,18,3-7.
  • Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 & Elearning: Perceptions &Attitudes of Teachers Towards E-Learning Acceptance in the Developing Countries. Multicultural Education, 6(2), 100-116. doi: 10.5281/zenodo.4060121
  • Belcher, D. D. (2006). English for Specific Purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40, 133-156.
  • Bocanegra-Valle, A. (2012). El profesor de inglés para fines específicos ante el Espacio Europeo de Educación Superior. Aula,18, 29–41.
  • Bocanegra-Valle, A. & Basturkmen, H. (2019). Investigating the teacher education needs of experienced ESP teachers in Spanish universities. Ibérica, 38,127-150.
  • Brown, J. D. (2016). Introducing needs analysis and English for specific purposes. Oxford: Routledge
  • Cárdenas, M. L., Nieto-Cruz, M. C., & Martínez, E. (2021). Editorial: Possible research paths for English language teacher-researchers in the wake of the covid-19 pandemic. Profile: Issues in Teachers’ Professional Development,23(1), 7-10.
  • Chen, J. (Ed.) (2021). Emergency Remote Teaching and Beyond. Springer.
  • Contreras, M., Pastor, F. J.,Ruiz-Martínez, D., Monllor-Satoca, D., Guijarro, N., Bonete, P., Orts, J.,Gómez,R., y Lana-Villarreal, T. (2021). Análisis del proceso de enseñanza-aprendizaje a través de herramientas de comunicación síncrona y asíncrona: caso de la asignatura de Química Física Aplicada. En R. Satorre Cuerda (Ed.). Nuevos retos educativos en la enseñanza superior frente al desafío COVID-19. Barcelona: Octaedro (pp. 47-55).
  • Drumm, S., Müller, M. & Stenzel, N. (2021). Digitale Räume geben und nehmen -Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie. Informationen Deutsch als Fremdsprache, 48(5), 496-515. https://doi.org/10.1515/infodaf-2021-0069
  • Fernández, P. (2018). La enseñanza de lenguas extranjeras a través de las nuevas tecnologías: reflexiones y propuestas. Thélème. La revista complutense de estudios franceses, 33(2), 139-158.
  • Fischer, H., & Rodríguez, M. C. (2020). La docencia a distancia del inglés: una experiencia didáctica en la universidad. Magister, 32(1), 87-92. https://doi.org/10.17811/msg.32.1. 2020.87-92
  • Freddi, M. (2021). Reflection on digital language teaching, learning, and assessment in times of crisis: a view from Italy. En Radić, N., Atabekova, А., Freddi, M., & Schmied, J. (Eds.) (2021). The world universities’ response to COVID-19: remote online language teaching. Research-publishing. Net (pp. 279-293).
  • Fusari, S. (2022). “Yeah, you know, these are the miracles of technology.” Interactivity in the covid-19 ERT university classroom. ContemporaryChallenges. ESP Teaching. Conference Proceedings of the Association of LSP Teachers at Higher Education Institutions, (pp. 106-120). http://hdl.handle.net/11585/887104
  • Gómez de Enterría, J. (2010). El lugar que ocupan las lenguas de especialidad para la enseñanza del español lengua extranjera. En A. Vera, & I. Martínez (Eds.), El español en contextos específicos: enseñanza e investigación (pp. 41-64). Comillas: FundaciónComillas. http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/20/20_0907.pdf
  • Hammerich, H., & Krämer, O. (2021). Online ist besser als Ausfall, Präsenz ist das Beste: Einstellungen von Lehrenden und Studierenden an Musikhochschulen zur Online-Lehre in der Corona-Krise. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 40, 305-325.
  • Hasbi, M. (2020) (Ed.) English Teaching Practices in Indonesia During Covid-19 Crisis. Temanggung: Muhamad Hasbi.Huang, M., Shi, Y., & Yang, X. (2020). Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China. IJERI: International Journal of Educational Research and Innovation, (15), 400-418. https://doi.org/10.46661/ijeri.5351
  • Iswati, L. (2021). When teaching must go on: ESP teachers’ strategies y challenges during COVID-19 Pandemic.Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra, 5(1), 36-52. http: doi.org/10.26858/eralingua.v5i1.16196
  • John, P., Greenwood, R., Jurković, V., Kereković, S., & Kic-Drgas, J. (2019). Identification and analysis of LSP teacher training programmes in Europe. Proceedings of the 3rd ESP conference. Liverpool: Liverpool Hope University.
  • Krugiełka, A., Bartkowiak, G., & Dama, S. (2021). Functioning of Academic Teachers in the Conditions of the COVID-19 Epidemy in Poland in 2020 (Qualitative Test on the Basis of Self-Assessment). European Research Studies, 24, 269-287.
  • LeCor, G. & Coutherut, M. (2020). Online courses in times of pandemic: ESP y applied English classes at Université Paris 8.ASp, 78. https://doi.org/10.4000/asp.6481Leech, N.& Onwuegbuzie, A. (2009). A typology of mixed methods research designs, Quality y Quantity. International Journal of Methodology, 43,265-275.
  • Lytovchenko, I., & Voronina, H. (2020). MOOC as Remote ESP Learning Tool at University in Quarantine: Focus onStudents’ Attitudes.Revista Romaneasca Pentru Educatie Multidimensionala, 12(2Sup1), 70-76. https://doi.org/10.18662/rrem/12. 2Sup1/291
  • Maruenda-Bataller S. &Clavel-Arroitia, B. (2011). Multiple voices in academic y professional discourse: Current issues in specialised language research, teaching y new technologies. Newcastle: Cambridge Scholars Publishing.
  • Moore, J.L., Dickson-Deane, C., & Galyen, C. (2011). e-Learning, online learning, y distance learning environments: Are they the same?Internet and Higher Education. 14(2), 129-135.doi:10.1016/j.iheduc.2010.10.001
  • Niño, S., Castellanos-Ramírez, J. C., & Patrón, F. (2021). Contrasting the experiences of university students in two educational scenarios: online teaching vs. emergency remote teaching.RED. Revista de Educación a Distancia, 65, 21(7).
  • Orehovački, T., Babić, S., & Etinger, D. (2021). Perceived Quality of Software Used for Distance Learning During COVID-19 Pandemic. 2021 44th International Convention on Information, Communication and Electronic Technology(MIPRO) (pp. 798-803).
  • IEEE.QAA (2020).Guidance: Building a Taxonomy for Digital Learning. The Quality Assurance Agency for Higher education. https://www.qaa.ac.uk/docs/qaa/guidance/building-a-taxonomy-for-digital-learning.pdf[20/01/2022]
  • Rabea, A., & Abdalgane, M. (2020). Teaching English Literacy in the Time of COVID-19 Pandemic in Higher Education: A Case Study in Saudi Qassim University. Multicultural Education, 6(5), 204-215. doi: 10.5281/zenodo.4374526
  • Radić, N., Atabekova, А., Freddi, M., & Schmied, J. (Eds.) (2021). The world universities’ response to COVID-19: remote online language teaching. Research-publishing.net.
  • Rodríguez-Piñero Alcalá, A. I. y García Antuña, M. (2010). Lenguas de especialidad y lenguas para fines específicos: precisiones conceptuales y terminológicas e implicaciones didácticas. En A. Vera e I. Martínez (Eds.), El español en contextos específicos: enseñanza e investigación, Volumen II, (pp. 907-932). Comillas: Fundación Comillas y ASELE. http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele /pdf/20/20_0907.pdf [11/01/2022]
  • Rodríguez-Piñero Alcalá, A. (2013). La enseñanza de las lenguas profesionales y académicas. Círculo de Lingüística Aplicada a la Comunicación,53, 54-94.
  • Saidi, M., & Afshari, M. (2021). Computer-Assisted Language Learning in English for Academic Purposes Courses: Eliciting the Instructors’ Perspectives within the COVID-19 Pandemic Period. Future of Medical Education Journal, 11(1), 13-17. doi: 10.22038/FMEJ. 2021.53412.1367
  • Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145-159.
  • Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges y opportunities.European Journal of Teacher Education, 43(4), 587-607. doi: 10.1080/02619768.2020.1820981
  • Shokirovich, T. O. & Abdijalilovna, Z. D. (2020). Teaching EFL y ESP for Law. Activities y challenges during the covid-19 pandemic in Uzbekistan. Solid State Technology, 63(6), 8318-8325. http://solidstatetechnology.us/index.php/JSST/article/view /4730 [12/02/2022]
  • Soto Aranda, B. (2017). Didáctica de las lenguas para fines específicos. Revista Cálamo FASPE,65, 1-15.
  • Stankova, E. (2019). Blended solutions for teaching English for specific purposes. En L. Gómez, A. López y I. Candel (Eds.), EDULEARN19 Proceedings 11th International Conference on Education and New LearningTechnologies(pp. 941-947).Palma: IATED Academy.
  • Suárez, M. (Ed.) (2022). Las didácticas específicas en tiempos de COVID-19. Didacticae: Revista de Investigación en Didácticas Específicas, 11.
  • Tolnauer-Ackermann, T., Jemrić Ostojić, I., & Jurina Babović, N. (2020). Attitudes of LSP teachers at HEI towards online assessment and grading. Polytechnic and Design, 8(4), 278-288.
  • Tsai, S. & Machado, P. (2002). E-learning, online learning, web-based learning, or distance learning: Unveiling the ambiguityin current terminology. Association for Computer Machinery eLearn Magazine, 2002(7), 3-5. doi: 10.1145/566778.568597
  • Trzaskawka, P., & Kic-Drgas, J. (2022). Penetration of COVID-19 Related Terminology into Legal, Medical, and Journalistic Discourses. International Journal for the Semiotics of Law-Revue internationale de Sémiotique juridique,1-24.
  • Vázquez Amador, M. y López Zurita, P. (2021). Análisis de los programas de formación para profesorado de lenguas para fines específicos en España.Tonos digital: Revista de estudios filológicos, 41, 1-24-
  • Waicekawsky, L., Laurenti, L., & Yuvero, F. (2020). TeachingESP online during the COVID-19 pandemic: An account of Argentinian students on this teaching modality. Les Ulis: EDP Sciences. http://dx.doi.org/10.1051/shsconf/20208802002
  • Wang, Y. (2004). Distance language learning: Interactivity y fourth-generation Internet-based videoconferencing.CALICO Journal, 21(2), 373-395.
  • Woodrow, L. (2018). Introducing course design in English for specific purposes. Oxford: Routledge.
Data source: Dialnet