Formación CLIL del profesorado en la UPCT: presente y futuro dentro del EEES

Camino Rea Rizzo; Natalia Carbajosa Palmero

doi:10.4995/redu.2014.5628

Autores/as

Camino Rea Rizzo Universidad Politécnica de Cartagena
Natalia Carbajosa Palmero Universidad Politécnica de Cartagena

DOI:

https://doi.org/10.4995/redu.2014.5628

Palabras clave:

CLIL, formación del profesorado, inglés profesional, inglés académico, innovación educativa, educación superior

Resumen

Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna reform, the theory and praxis of this dynamic field of knowledge has enhanced its range of activity, so as to include not only students, but also lecturers, whithin its concerns. The result can be measured by the innumerable variety of CLIL (Content Language Integrated Learning) teacher training experiences carried out along the Spanish Tertiary Education geography.

This paper has two main purposes: on one hand, to give the account of the CLIL teacher training at the UPCT (included in the larger frame of teaching innovation programs), under its corresponding theoretical approach and bearing in mind the particular circumstances of the institution. On the other hand, to pose questions about the future perspectives of similar experiences in a teaching context that is becoming more and more complex and `hybrid´ from its very foundations. The partial conclusions of this study depict a global teaching/professional scenario that is both challenging and appealing, which must be seriously dealt with from the Universities and our common European administrative framework alike.

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Biografía del autor/a

Camino Rea Rizzo, Universidad Politécnica de Cartagena

Dr. Camino Rea Rizzo has been a full-time teacher in the Language Centre at the Technical University of Cartagena since 1999 and an Adjunct Professor in the Department of English Studies at the University of Murcia since 2007. Her main research area is centred on corpus-driven description of specialized languages, with a special interest in vocabulary teaching and learning in the field of Telecommunication Engineering English. She is a member of LACELL research group (Lingüística Aplicada Computacional, Enseñanza de Lenguas y Lexicología). She is involved in several teaching innovation projects aimed at the introduction of English as a vehicular language of teaching at the UPCT.

Natalia Carbajosa Palmero, Universidad Politécnica de Cartagena

Dr. Natalia Carbajosa Palmero is an Associate Professor at the Technical University of Cartagena (UPCT), where she teaches Professional and Academic English in Bologna Degrees and Masters. She is also involved in teaching innovation projects related with CLIL teacher training at the same institution. As a researcher, she belongs to research projects and groups from the Department of English Studies by the University of Salamanca, where she works on modernist and contemporary Angloamerican poetry. She is also the author of annotated translations into Spanish of British and American poets like H.D. (2008), Scott Hightower (2012) and Kathleen Raine (2013), published in Spain, plus a bilingual anthology on contemporary US women poets called Women Rowing and published in Mexico (2012).

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