Universal Journal of Educational Research Vol. 6(10), pp. 2364 - 2372
DOI: 10.13189/ujer.2018.061035
Reprint (PDF) (483Kb)

Contrasting Learner Language in Social Sciences Education: A Case Study at the University of Malaga

Mary Griffith ^1,*, Clotilde Lechuga ^2
1 Department of English, French and German, Malaga University, Spain
² Department of Mathematics Education, Social Science Education and Experimental Sciences, Malaga University, Spain

ABSTRACT

This paper presents specific reference tools to provide institutional language integrated support with a specific language plan for a bilingual programme at the University of Malaga. This follows experts' opinions that claim the need of such a plan. While studies show the importance of language support in bilingual instruction, they rarely address specific content professors' needs tending to remain distant from real teaching contexts. The title "The language of learning" highlights the reality of bilingual classrooms to address specific needs of this unique academic scenario. The article examines how language support has a dual focus that includes both students and instructors. The paper concludes with a reflection on interdisciplinary innovation projects that provide professors with the tools to ensure the quality of bilingual programmes.

KEYWORDS
English Medium Instruction, Language Acquisition, Higher Education, Social Sciences Education, Gender art

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Mary Griffith , Clotilde Lechuga , "Contrasting Learner Language in Social Sciences Education: A Case Study at the University of Malaga," Universal Journal of Educational Research, Vol. 6, No. 10, pp. 2364 - 2372, 2018. DOI: 10.13189/ujer.2018.061035.

(b). APA Format:
Mary Griffith , Clotilde Lechuga (2018). Contrasting Learner Language in Social Sciences Education: A Case Study at the University of Malaga. Universal Journal of Educational Research, 6(10), 2364 - 2372. DOI: 10.13189/ujer.2018.061035.