The teaching of profesional and academic English under European directives. The autonomous control of competencies’ acquisition
Abstract After ten years of immersion in the European Higher Education convergence process, this article deals with the application of European directives to the teaching, learning and assessment of English for Academic and Professional Purposes (eapp) to different groups of engineering students at Universidad Politécnica de Madrid (upm) enrolled in eapp subjects. It focuses on the Common European Framework of Reference for languages (cefr) and the European Language Portfolio (elp). Although these language-learning directives had been previously implemented in other contexts, with various results, their total adaptation to engineering education was pending. The paper starts by highlighting the coincidence in the principles underlying the European Credit Transfer System (ects), and the cefr and elp directives centred on the students’ work to attain certain competencies, and on their autonomous and reflective learning. Next, it discusses the research and innovation projects aimed at improving teaching practices and learning skills after the application of European directives to eapp subjects. The main projects dealt with the development and application of language competence descriptors tailored to the specific context. The paper concludes by showing the advantages of their implementation to the improvement of teaching objectives, programme design, teaching methodology and students’ evaluation, with respect to other procedures before the cefr, based on the results of a survey obtained from the teachers and students participating in the study. Although the complete use of the elp is not feasible, it may be considered as a useful instrument. Both the lists of adapted reference level competence descriptors and the Dossier have proven to be very valuable for the university students’ autonomous and reflective learning with the acquisition of competences in mind, and for their self-assessment abilities, according to the results obtained.
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Bocanegra-Valle, A. (2016). Needs Analysis for Curriculum Design. En K. Hyland y P. Shaw (Eds.). Handbook of English for Academic Purposes (pp. 562-578). Abingdon, Oxford: Routledge.
Cabero-Almenara, J.; López-Meneses, E. y Jaén-Martínez, A. (2014). Los portafolios educativos virtuales en las aulas universitarias. Instrumentos didácticos para la innovación docente y la calidad de los procesos de ense-anza y aprendizaje. Ense-anza & Teaching: Revista Interuniversitaria de Didáctica, 31 (1), pp 43-70.
Cayón-Costa, M. y Fuentes-Agustí, M. (2014). Incidencia de las carpetas de aprendizaje en el rendimiento académico de los estudiantes universitarios. Ense-anza & Teaching: Revista Interuniversitaria de Didáctica, 32 (1), 59-78. https://doi.org/10.14201/et20143215978
cemes (Conferencia Europea de Ministros de Educación Superior) (1999). Declaración de Bolonia. El Espacio Europeo de Educación Superior (1999). Bolonia, Italia.
Consejo de Europa (1997). European Language Portfolio: proposals for development. Strasbourg: Council of Europe.
Consejo de Europa (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: cup.
Díez Bedmar, B. (2012). El uso del Marco Común Europeo de Referencia para las Lenguas para evaluar las redacciones en la sección de inglés de la Prueba de Acceso a la Universidad. Revista de Educación, 357, 55-80.
Durán-Escribano, P.; Cuadrado, G.; Pierce, J.; Roldán, A.; Robisco, M.ª M.; Santiago, J. y Úbeda, P. (2009). Portfolio Europeo de las Lenguas Académico y Profesional. acpel Portfolio y Banco de Descriptores de Destrezas Comunicativas Profesional y Académico. Madrid: Ediciones Endymión.
Durán-Escribano, P. y Pierce, J. (2007). An eap literacy portfolio for tertiary education students: Academic and professional discourse development within the European framework of reference for languages. En A. Curado, P. Edwards y M. Rico (Eds.). Approaches to Specialised Discourse in Higher Education and Professional Contexts (pp. 182-197). Newcastle, uk: Cambridge Scholars.
Durán-Escribano, P. y Roldán, A. (2007). Desarrollo de un modelo de pel de Inglés Académico y Profesional para la upm. En Aprendizaje de Lenguas, uso del Lenguaje y Modelación Cognitiva, xxiv Congreso Internacional de aesla (pp. 983-989). Madrid, uned.
Durán-Escribano, P. y Rubio-Moreda, A. L. (2015). Evaluación del uso competente de los rasgos lingüísticos del ipa en relación con los niveles del mcer. Revista de Lingüística y Lenguas Aplicadas, 10, 21-33. https://doi.org/10.4995/rlyla.2015.3462
Figueras, N. (2012). The Impact of the cerf. elt Journal, 66 (4), 477-485. https://doi.org/10.1093/elt/ccs037
Forster Vosicki, B. (2002). European Language Portfolio for Higher Education. Bern, ch: European Language Council.
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Fulcher, G. (2010). The reification of the Common European Framework of Reference (cefr) and effect-driven testing. Advances in research on language acquisition and Teaching: Selected Papers, pp. 15-26.
Halbach, A; Lázaro Lafuente, A. y Pérez Guerra, J. (2013). La lengua inglesa en la nueva universidad del eees. Revista de Educación, 362, 105-132.
Johns, A. M. (2002). Genre in the Classroom. Multiple Perspectives. New Jersey: Lawrence Earlbaum Associates.
Keddle, J. S. (2004). The cef and the secondary school syllabus. En K. Morrow (Ed.). Insights from the Common European Framework (pp. 43-54). Oxford: oup.
Kohonen, V. y Westhoff, G. (2001). Enhancing the Pedagogical Aspects of the European Language Portfolio (elp). Strasbourg: Council of Europe.
Kuiken, F.; Vedder, I. y Gilabert, R. (2010). Communicative Adequacy and Linguistic Complexity in L2 writing. En I. Bartning, M. Martin y A. Vedder (Eds.). Communicative proficiency and linguistic development: intersections between sla and language testing research (pp. 81-100). Eurosla Monographs, 1.
Lenz, P. y Schneider, G. (2004). A bank of descriptors for self-assessment in European Language Portfolios. Council of Europe; Strasbourg. Recuperado de www.coe.int/portfolio.
Little, D. (2009). The European Language Portfolio: where pedagogy and assessment meet. En 8th International Seminar on the elp. dgiv edu lang 2009: 19.
Ministerio de Educación (2009). Guía del usuario del ects. Madrid 6-02-2009.
North, B. (2007). Council of Europe data bank of descriptors: 'cefr illustrative descriptors, section 2', and 'Expanded set of C1 and C2 descriptors'. Eurocentres. www.coe.int/portfolio.
Ortega, L. (2015). Syntactic complexity in L2 writing: Progress and expansion. Journal of Second Language Writing, 29, 82-94. https://doi.org/10.1016/j.jslw.2015.06.008
Pierce, J. y Durán, P. (2008). Language Communication Competences in Engineering Education Revisited. Revista de Lingüística y Lenguas Aplicadas, 3, 59-72.
Pierce, J. y Durán, P. (2009). Information technology: the use of webquests in esp. En vi Jornadas Internacionales de Innovación Universitaria. Madrid: Universidad Europea de Madrid.
Pierce, J. y Durán, P. (2012). Analysing written production competence descriptors for academic and professional purposes and their calibration to the cerf. ibérica, 23, 109-130.
Pierce, J. y Durán, P. (2014). Developing and Evaluating Self-Assessment Reading Competence Descriptors for the elp. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 22, 127-146.
Pierce, J. y Robisco, M.ª M. (2010). Evaluation of oral production learning outcomes for higher education in Spain. Assessment and Evaluation in Higher Education, 35 (6), 745-758. https://doi.org/10.1080/02602930902977764
Renkema, J. (1993). Discourse Studies. Amsterdam: John Benjamins Publishing Co. https://doi.org/10.1075/z.69
Rivas, M. R. y Gorgojo, M. C. S. (2010). El trabajo en las aulas con perspectiva europea: Medios y recursos para el aprendizaje autónomo. Ense-anza & Teaching: Revista Interuniversitaria de Didáctica, 28 (2), 45-60.
Rodicio-García, M. L. (2011). La docencia universitaria en el proceso de adaptación a Europa: la percepción de los estudiantes. Ense-anza & Teaching: Revista Interuniversitaria de Didáctica, 28 (2), 23-43.
Schneider, G. y P. Lenz (2000). European Language Portfolio: Guide for Developers. Fribourgh, ch: University of Fribourgh.
Swales, J. (1990). Genre Analysis. English in Academic and Research Settings. Cambridge: C.U.P.
Úbeda-Mansilla, P. y Roldán-Riejos, A. (2012). Professional Applications in English for Architects: The Interview Guide. En Proceedings of edulearn 12 Conference (pp. 4816-4824). Barcelona: edulern.
Bhatia, V. (1993). Analysing Genre: Language Use in Professional Settings. Essex: Longman.
Bocanegra-Valle, A. (2016). Needs Analysis for Curriculum Design. En K. Hyland y P. Shaw (Eds.). Handbook of English for Academic Purposes (pp. 562-578). Abingdon, Oxford: Routledge.
Cabero-Almenara, J.; López-Meneses, E. y Jaén-Martínez, A. (2014). Los portafolios educativos virtuales en las aulas universitarias. Instrumentos didácticos para la innovación docente y la calidad de los procesos de ense-anza y aprendizaje. Ense-anza & Teaching: Revista Interuniversitaria de Didáctica, 31 (1), pp 43-70.
Cayón-Costa, M. y Fuentes-Agustí, M. (2014). Incidencia de las carpetas de aprendizaje en el rendimiento académico de los estudiantes universitarios. Ense-anza & Teaching: Revista Interuniversitaria de Didáctica, 32 (1), 59-78. https://doi.org/10.14201/et20143215978
cemes (Conferencia Europea de Ministros de Educación Superior) (1999). Declaración de Bolonia. El Espacio Europeo de Educación Superior (1999). Bolonia, Italia.
Consejo de Europa (1997). European Language Portfolio: proposals for development. Strasbourg: Council of Europe.
Consejo de Europa (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: cup.
Díez Bedmar, B. (2012). El uso del Marco Común Europeo de Referencia para las Lenguas para evaluar las redacciones en la sección de inglés de la Prueba de Acceso a la Universidad. Revista de Educación, 357, 55-80.
Durán-Escribano, P.; Cuadrado, G.; Pierce, J.; Roldán, A.; Robisco, M.ª M.; Santiago, J. y Úbeda, P. (2009). Portfolio Europeo de las Lenguas Académico y Profesional. acpel Portfolio y Banco de Descriptores de Destrezas Comunicativas Profesional y Académico. Madrid: Ediciones Endymión.
Durán-Escribano, P. y Pierce, J. (2007). An eap literacy portfolio for tertiary education students: Academic and professional discourse development within the European framework of reference for languages. En A. Curado, P. Edwards y M. Rico (Eds.). Approaches to Specialised Discourse in Higher Education and Professional Contexts (pp. 182-197). Newcastle, uk: Cambridge Scholars.
Durán-Escribano, P. y Roldán, A. (2007). Desarrollo de un modelo de pel de Inglés Académico y Profesional para la upm. En Aprendizaje de Lenguas, uso del Lenguaje y Modelación Cognitiva, xxiv Congreso Internacional de aesla (pp. 983-989). Madrid, uned.
Durán-Escribano, P. y Rubio-Moreda, A. L. (2015). Evaluación del uso competente de los rasgos lingüísticos del ipa en relación con los niveles del mcer. Revista de Lingüística y Lenguas Aplicadas, 10, 21-33. https://doi.org/10.4995/rlyla.2015.3462
Figueras, N. (2012). The Impact of the cerf. elt Journal, 66 (4), 477-485. https://doi.org/10.1093/elt/ccs037
Forster Vosicki, B. (2002). European Language Portfolio for Higher Education. Bern, ch: European Language Council.
Fulcher, G. (2004). Are Europe's tests being built on an 'unsafe' framework? Education Guardian. http://www.theguardian.com/education/2004/mar/18/tefl2.
Fulcher, G. (2010). The reification of the Common European Framework of Reference (cefr) and effect-driven testing. Advances in research on language acquisition and Teaching: Selected Papers, pp. 15-26.
Halbach, A; Lázaro Lafuente, A. y Pérez Guerra, J. (2013). La lengua inglesa en la nueva universidad del eees. Revista de Educación, 362, 105-132.
Johns, A. M. (2002). Genre in the Classroom. Multiple Perspectives. New Jersey: Lawrence Earlbaum Associates.
Keddle, J. S. (2004). The cef and the secondary school syllabus. En K. Morrow (Ed.). Insights from the Common European Framework (pp. 43-54). Oxford: oup.
Kohonen, V. y Westhoff, G. (2001). Enhancing the Pedagogical Aspects of the European Language Portfolio (elp). Strasbourg: Council of Europe.
Kuiken, F.; Vedder, I. y Gilabert, R. (2010). Communicative Adequacy and Linguistic Complexity in L2 writing. En I. Bartning, M. Martin y A. Vedder (Eds.). Communicative proficiency and linguistic development: intersections between sla and language testing research (pp. 81-100). Eurosla Monographs, 1.
Lenz, P. y Schneider, G. (2004). A bank of descriptors for self-assessment in European Language Portfolios. Council of Europe; Strasbourg. Recuperado de www.coe.int/portfolio.
Little, D. (2009). The European Language Portfolio: where pedagogy and assessment meet. En 8th International Seminar on the elp. dgiv edu lang 2009: 19.
Ministerio de Educación (2009). Guía del usuario del ects. Madrid 6-02-2009.
North, B. (2007). Council of Europe data bank of descriptors: 'cefr illustrative descriptors, section 2', and 'Expanded set of C1 and C2 descriptors'. Eurocentres. www.coe.int/portfolio.
Ortega, L. (2015). Syntactic complexity in L2 writing: Progress and expansion. Journal of Second Language Writing, 29, 82-94. https://doi.org/10.1016/j.jslw.2015.06.008
Pierce, J. y Durán, P. (2008). Language Communication Competences in Engineering Education Revisited. Revista de Lingüística y Lenguas Aplicadas, 3, 59-72.
Pierce, J. y Durán, P. (2009). Information technology: the use of webquests in esp. En vi Jornadas Internacionales de Innovación Universitaria. Madrid: Universidad Europea de Madrid.
Pierce, J. y Durán, P. (2012). Analysing written production competence descriptors for academic and professional purposes and their calibration to the cerf. ibérica, 23, 109-130.
Pierce, J. y Durán, P. (2014). Developing and Evaluating Self-Assessment Reading Competence Descriptors for the elp. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 22, 127-146.
Pierce, J. y Robisco, M.ª M. (2010). Evaluation of oral production learning outcomes for higher education in Spain. Assessment and Evaluation in Higher Education, 35 (6), 745-758. https://doi.org/10.1080/02602930902977764
Renkema, J. (1993). Discourse Studies. Amsterdam: John Benjamins Publishing Co. https://doi.org/10.1075/z.69
Rivas, M. R. y Gorgojo, M. C. S. (2010). El trabajo en las aulas con perspectiva europea: Medios y recursos para el aprendizaje autónomo. Ense-anza & Teaching: Revista Interuniversitaria de Didáctica, 28 (2), 45-60.
Rodicio-García, M. L. (2011). La docencia universitaria en el proceso de adaptación a Europa: la percepción de los estudiantes. Ense-anza & Teaching: Revista Interuniversitaria de Didáctica, 28 (2), 23-43.
Schneider, G. y P. Lenz (2000). European Language Portfolio: Guide for Developers. Fribourgh, ch: University of Fribourgh.
Swales, J. (1990). Genre Analysis. English in Academic and Research Settings. Cambridge: C.U.P.
Úbeda-Mansilla, P. y Roldán-Riejos, A. (2012). Professional Applications in English for Architects: The Interview Guide. En Proceedings of edulearn 12 Conference (pp. 4816-4824). Barcelona: edulern.
Durán Escribano, P., & Pierce Mcmahon, J. (2017). The teaching of profesional and academic English under European directives. The autonomous control of competencies’ acquisition. Enseñanza & Teaching: Interuniversity Journal of Didactic, 35(1), 117–141. https://doi.org/10.14201/et2017351117141
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