Mediating Specialized Knowledge and L2 Abilities: New Research in Spanish/English Bilingual Models and Beyond

Acknowledgements
Contents
List of Contributors
List of Figures
List of Tables
Part I: L2 Education in English/Spanish Bilingual Contexts
	1: Tertiary Bilingual Education: The Iberian Spanish Case Versus Other Multilingual Contexts
		Introduction
		The Importance of Learning L2 English in Most Academic Fields
			Benefits of Training University Students to Think Positively
			Learning Needs and Academic Discourse
		The Spanish/English Bilingual Case
			L1 in Bilingual Education and CLIL: Code-Switching and Translanguaging
			Using Scaffolding Strategies
			The Commodification of English and Multilingualism
		References
	2: Translanguaging and Language Mediation in EMI Contexts: Emotional Stances and Translation Issues
		Introduction
		Theoretical Framework
		EMI And English Friendly Programmes at the University of Castilla-La Mancha
		Methodology and Research Questions
		Results and Discussion
		Conclusions
		References
	3: Translator Competence in Second Foreign Language Teaching: Acquisition of Intercultural Competence
		3.1	 Introduction
		3.2	 Intercultural Competence, FLT and the Curriculum of Translation and Interpreting Studies
		3.3	 A Brief History of Intercultural Competence in FLT
		3.4	 An Integrative, Competence-Based Approach to FLT Syllabus Design to Foster Intercultural Competence
		3.5	 Collaborative Task-Based Syllabus Design for Intercultural Competence Emergence in English as a Foreign Language: Example of a Unit of Work
			3.5.1	 Stage 1. Collaborative Activity: ‘Find Out What Happened’
			3.5.2	 Stage 2. Collaborative Activity: ‘Private Detectives: Reconstructing the Main Events That Inspired Frankenstein’
			3.5.3	 Stage 3. Collaborative Activity: “Put Yourself In Her Shoes: ‘Why, Oh Why Did Your Novel Get To Be So Successful?’”
			3.5.4	 Stage 4. Collaborative Activity: Translating and Subtitling a Film Video Clip
		3.6	 Discussion and Concluding Remarks
		References
	4: The Making of Future School Mediators: Using Digital Narratives for Mediation Purposes
		Introduction
			Picture Books as a Source Text for the School Mediator
			Digital Tools’ Functionalities
		Study Method and Mediation Task
			Objectives and Method
			Participants and Procedure
			Description of the Activity
		Results
			Participants’ Productions
			Participants’ Perceptions
			Participants’ Perceptions in Terms of the Mediation Task and Its Theme
		Concluding Remarks
		References
	5: CLILing EMI for Effective Mediation in the L2 in Pre-service Teacher Education: A Case Study at a Spanish University
		Introduction
		Theoretical Framework
			EMI in Higher Education in Spain
			EMI, ESP and CLIL
			Linguistic Mediation in EMI Instruction
		CLILing EMI Courses in Pre-service Teacher Education at Comillas Pontifical University
			Critical Context Analysis
			Justification. EFL and CLIL in Comillas’ Education Degrees
			Innovation Proposal
			Target Group
			Objectives
			Methodology, Activities and Resources
			CLILing Strategies for EMI CEFR Mediation Activities and Strategies
				Data Collection and Temporalization
				Evaluation
				Results
		Discussion and Concluding Remarks
		References
Part II: ESP Instruction Practices in International Context
	6: Positive Psychology and L2 Motivation in ESP
		Introduction
		L2 Motivation, Flow and Directed Motivational Currents
			Flow
			Directed Motivational Currents
			L2 Motivational Self System
		Conclusion and Future Lines of Research
		References
	7: Using English-Learning Apps Inside Tourism and Business Classes: Analysis and Critical Review
		Introduction
		Mobile Apps in the ESP Classroom
		Methodology
			Context
			Research Materials
			Data Analysis
		Results and Discussion
			Format-Based Analysis
			Content-Based Analysis
		Conclusions, Teaching Implications and Topics for Future Research
		References
	8: ESP for Tourism: Does It Meet Employers’ Needs and Prepare Students for the Workplace?
		Introduction
		English for Specific Purposes
			ESP for Tourism
			EfT and Students’ Needs
			EfT and Employers’ Needs
			Aims of the Study
		Methodology
			Data Collection
			Data Analysis
		Results
			General Use and Importance of English in Tourism Companies
			Main Functions Performed in English in Tourism Companies
			Preparation of Tourism Students to Use English in the Workplace
		Discussion and Conclusion
		Appendix 1: Tables
		Appendix 2: Figures
		References
	9: Teaching Spanish Medical Students How to Write a Case History
		Introduction
		Characteristics of Medical Discourse
		Genre Analysis in English for Medicine
		Context
		Teaching How to Write a Case History
		Conclusion
		Appendix 1: Adapted Case History
		Appendix 2: Examples of Warm-Up Questions
		Warm-Up Questions
		Appendix 3: Training Exercises
		References
	10: Teaching ESP Through Data-Driven Learning: An Exploratory Study in Health Sciences Degrees
		Introduction
		Data-Driven Learning and English for Specific Purposes
		Method
			Participants
			Classroom Methodology
				Phase 1. Pre-analysis
				Phase 2. Analysis
				Phase 3. Post-analysis
			Instrument and Procedure
			Data Analysis
		Results
			Using AntConc
			DDL Methodology
			Advantages and Applications of DDL
			Overall Assessment of DDL
			Qualitative Results
				Strengths
				Weaknesses
		Conclusions and Pedagogical Implications
		References
	11: Division of Labour and the Development of Professional Literacies: Problematising ESP Learners’ Preparedness for Workplace Writing
		Introduction
		Literature Review
			Perceived Role of University and Workplace in Preparing Learners for Workplace Writing
			Studies on Perceived Preparedness for Workplace Writing
		The Study
		Findings
			Perceived Role of the University in Graduates’ Preparedness
			Factors Shaping Line Managers’ Views of Alumni’s Preparedness
				Managers’ Expectations from HCT
				Graduates’ Personal Factors
			Factors Shaping Alumni’s Views of Preparedness
				Acknowledgement of Basic Knowledge: Genre Awareness
				Deficiencies in College Writing Experiences
					Lack of Effective Feedback
			Perceived Role of the Workplace in Graduates’ Preparedness
				Formal Training for Technical Writing
				Feedback on Writing
		Discussion and Concluding Remarks
		References
Part III: EAP Instruction Practices and Academic Writing
	12: Insights from an ERASMUS Teaching Programme on Academic Writing: The French Case
		Introduction
		Literature Review
			Teacher Mobility Outcomes on Learning
			Strategies to Improve Teacher Mobility on Learning
			Improvement of Teachers’ Intercultural Competence
			Internationalisation of the Academic Staff
			Literature Review Implications
		Research Method
			Setting: The Case of Université Polytechnique Hauts-de-France
			Structure of the Course
			Instrument and Data Collection
			Data Analysis
		Results
		Concluding Remarks
		Appendix 1: EAP Course Programme
			Tuesday
			Wednesday
			Thursday
		Appendix 2: Evaluation Questionnaire Results
		References
	13: A Case Study on Needs Analysis in English for Academic Environmental Purposes
		Introduction
		Methods and the Relevance of the Results in the NA
		Discussion
		Concluding Remarks
		Appendix 1: The Needs Analysis Chart Used for EAEP Course During the Academic Year 2019–2010
		Appendix 2: Results of Needs Analysis
		References
	14: Navigating Corpora for Self-Directed LSP Writing: A Comparative Study of Digital Method and Resource Integration in L1 Versus L2 Language Courses
		Introduction
		Method
			Teaching Context
			Teaching Intervention Design
			Data
		Results
			Results of the First Teaching Experiment (a)
				Expert Corpus: TourEXP
				Words
				N-grams
				Learner Corpus: TourLRN
				Words
				N-Grams
			Results of the Second Teaching Experiment (b)
				Expert Corpus: CELR
				Words
				N-grams
				Learner Corpus: CLLR
				Words
				N-Grams
			Questionnaire Analysis
				L1 Romanian
			Differences Between L1 and L2 Contexts
		Concluding Remarks
		References
	15: Corpus-Based Discourse Analysis: Titles in Civil Engineering Research Articles
		Introduction
		Literature Review
		Methodology
		Results
			Title Length: Word Frequency, Word Number and Distribution
			Noun Phraseology: “Concrete” and “Study”
			Verb Phraseology and the Use of Nominalization
			Phraseology of Adjectives
			Function Words
			Rhetorical Features of Nominal Groups
			Structural Configuration of Two-Part Titles
		Concluding Remarks
		Appendix: List of Analyzed Titles
		References
	16: Tales from the Philippines: Fostering Intercultural Language Learning Through a Literary Journey Around the Philippine Archipelago
		Introduction
		The TALIS Creative Writing Workshops
		The “Talis Tales of the Philippines” Creative Writing and Illustration Workshops
			Methodology
			Procedure and Participants
				Instruments, Data Gathering and Analysis
		Results
		Concluding Remarks
		References
Index