http://hdl.handle.net/10498/6737 2026-11-05T21:15:39Z 2026-11-05T21:15:39Z Contero Urgal, Candela http://hdl.handle.net/10498/40090 2026-10-06T07:45:16Z 2022-10-01T00:00:00Z

Making Business English Teaching International through the Use of Social Networks: A Case Study in a CLIL Context Contero Urgal, Candela English for Specific Purposes (ESP) teachers might be expected to use realia in their lessons as it is thought to be designed to meet the students’ real needs in their professional life. Teachers are then expected to offer authentic materials and set students in authentic contexts where their learning outcomes can be highly meaningful. The present paper is aimed at studying different digital tools that can be employed in the Business English (BE) lesson as a way to offer a collection of formats businesses are currently using so as to internationalise and advertise their products and services. A secondary objective of our study will then be to progress on the development of multidisciplinary competencies students are expected to acquire during their degree. Findings will confirm students’ interest in working with updated realia in their BE lessons, as a consequence of their strong belief in the necessity to work with updated didactic resources. Despite the limitations social media can have as a means to teach BE, students will still find it highly beneficial since it will foster their familiarisation with the digital tools they will need to use when they get to the labour market.

2022-10-01T00:00:00Z Contero Urgal, Candela http://hdl.handle.net/10498/40088 2026-07-28T04:10:17Z 2022-10-31T00:00:00Z

Focusing on Competence as a Strategy to Teach ESP in Content and Language Integrated Learning Contexts Contero Urgal, Candela The increasing spread of bilingual programs in Spanish Universities has had to face multiple worries and uncertainties over the success of Content and Language Integrated Learning (CLIL) and English-medium instruction (EMI) plans (Pavón, 2018). One of these concerns addresses the question of whether content or language should prevail in CLIL teaching. Content teachers worry about giving more importance to language than to the content they need to teach, fearing they will not be able to cope with all the compulsory content during their lectures (Doiz, Lasagabaster & Pavón, 2020). CLIL developers have had to fight against the pessimistic opinions towards CLIL and its implementation in Higher Education (Cañado, 2020). The present paper aims to meet the need to move towards competence development in CLIL teaching. Approaching language and content teaching through a competence-focused perspective will help us tackle interdisciplinary as well as sustainable development goals through CLIL. A survey conducted on students of Business English courses within CLIL and Non-CLIL contexts will help us envisage the usefulness of adding non-linguistic skill development to English for Specific Purposes of teaching as a way to bridge the gap between language and content.

2022-10-31T00:00:00Z Contero Urgal, Candela http://hdl.handle.net/10498/40087 2026-07-28T04:00:17Z 2020-04-30T00:00:00Z

Enhancing the implementation of bilingual education at university through practice: Analysis of CLIL trial lessons by an ESP teacher Contero Urgal, Candela University teacher training specialised in bilingual education is spreading around Spanish universities. Particularly in Andalusia, where our research originates, universities are searching for systematised methods to train their future bilingual teachers in Content and Language Integrated Learning (CLIL). This paper presents the case of the University of Cadiz, where this study was carried out. This university followed a new training formula led by an ESP (English for Specific Purposes) teacher who performed the role of CLIL teacher trainer. Based on AUTHOR’s (2017) description of the aforesaid CLIL teacher training scheme known as “CLILUT courses” (that is to say, CLIL Training or University Teachers), this study focuses on an in-depth analysis of CLIL trial lesson plans elaborated within such a peer-teacher environment. The present study is then aimed at examining the data obtained through in-class direct observation of 68 CLIL trial lessons which were created from 2010 to 2014 at the University of Cádiz and analysed with the help of rubrics created upon Nunan’s theory (1989). Results show that ESP teachers can offer substantial help for new CLIL university teachers who might face specific foreign language-related problems when starting to take part in bilingual programmes.

2020-04-30T00:00:00Z Bocanegra Valle, Ana María http://hdl.handle.net/10498/39856 2026-06-25T04:02:05Z 2026-06-01T00:00:00Z

Opportunities and challenges of scholarly publishing and research dissemination in the age of digital technology and generative artificial intelligence Bocanegra Valle, Ana María The rapid evolution of digital technologies has had a profound impact on the ways research is developed and communicated. This article discusses the changes in knowledge production and sharing that are gradually transforming scholarly publishing and research dissemination practices with the advent of digitalisation and, particularly, generative artificial intelligence (GenAI). It first explores the impact on research dissemination as well as the opportunities and challenges faced by publishers and authors – namely, Open Science requirements, digital genres, accessibility, predatory practices, social media, and altmetrics. Then, the focus is placed on GenAI tools and their affordances for academic writing and scientific communication. Opportunities are reported in view of multilingual research, productivity, and dissemination. Several challenges pertaining to authorial voice, institutional support, and academic integrity are also examined. Insights gained suggest the need for clear guidance as well as professional development opportunities for the benefit of digitally- and GenAI-literate researchers.; La rápida evolución de la tecnología digital ha tenido un profundo impacto en la forma en la que se desarrolla y comunica la investigación. En este artículo se estudian los cambios en la producción y el uso compartido del conocimiento que están gradualmente transformando el panorama de la publicación académica y la divulgación científica ante el escenario de la digitalización y, especialmente, de la inteligencia artificial generativa (IAG). En primer lugar, se investiga el impacto sobre la comunicación académica y se analizan las oportunidades y los desafíos a los que se enfrentan editores y autores: en concreto, requisitos de la ciencia abierta, géneros digitales, accesibilidad, prácticas depredadoras, redes sociales y métricas alternativas. A continuación, se estudian las herramientas de IAG y las opciones que ofrecen en este contexto. Se presentan sus oportunidades con respecto a la investigación multilingüe, la productividad y la divulgación, y se tratan desafíos relacionados con la voz autoral, el apoyo institucional y la integridad académica y su ética. Las reflexiones finales apuntan a la necesidad de contar con orientaciones claras y oportunidades de desarrollo profesional que faciliten la alfabetización digital y en IAG de los investigadores y las investigadoras.

2026-06-01T00:00:00Z