This edited book presents a selection of new empirical studies in English for Specific Purposes (ESP) and English for Academic Purposes (EAP), showcasing the best practices of educators in their particular contexts. The chapters cover settings grouped into three main categories: L2 abilities and English as a medium of instruction in English/Spanish bilingual contexts; ESP in international contexts; and EAP and academic writing. The authors examine topics and contexts that have been under-explored in the literature to date, contributing to wider discussions of English-language mediation in educational settings and also touching on areas such as international mobility, migration, and social integration in multicultural environments. This book will be of interest to academics and practitioners in an interdisciplinary range of fields, including applied linguistics, language education policy, multilingualism, migration policy, and positive psychology and motivation.
Part I: L2 Education in English/Spanish bilingual contexts.- CHAPTER 1:
Tertiary bilingual education: the Iberian Spanish case versus other
multilingual contexts (Linda Escobar).- CHAPTER 2: Language mediation in EMI
contexts: emotional stances and translation issues (Esther Nieto Moreno de
Diezmas and Alicia Fernández Barrera).- CHAPTER 3: Translator competence in
second foreign language teaching: acquisition of intercultural skills (Laura
González Fernández).- CHAPTER 4: On the Use of Literary Multimodal Sources in
L2 Teaching Contexts (Mª Victoria Guadamillas Gómez).- CHAPTER 5: CILing EMI
for effective mediation in the l2 in pre-service teacher education: a case
study (Magdalena Custodio-Espinar and Alfonso López Hernández.- Part II: ESP
Instruction Practices in international contexts.- CHAPTER 6: Using
English-learning apps inside Tourism and Business classes: Analysis and
critical review (Yolanda Joy Calvo Benzies).- CHAPTER 7: ESP for Tourism:
Does it meet employers needs and prepare students for the workplace? (Gloria
Chamorro, María Vázquez-Amador and María del Carmen Garrido-Hornos).- CHAPTER
8: Phraseological nuances of civil engineering research titles (Ana Roldán
Riejos).- CHAPTER 9: Teaching Spanish medical students how to write a case
history (Ariel Sebastián Mercado).- CHAPTER 10: Teaching ESP through
data-driven learning: An exploratory study in Health Sciences degrees (Jorge
Soto-Almela and Gema Alcaraz-Mármol).- Part III: L2 needs and international
mobility in academic environments.- CHAPTER 11: Insights from an ERASMUS
teaching programme on Academic Writing: The French case (Ourania
Katsara).- CHAPTER 12: A Case study on needs analysis in English for academic
environmental purposes (Octavia Raluca Zglobiu).- CHAPTER 13: Navigating
corpora for self-directed LSP writing: a comparative study of digital method
and resource integration in L1 versus L2 language courses (Loredana Bercuci,
Ana María Pop and Madalina Chitez).- CHAPTER 14: Migration and Language
teaching in Georgia (Irina Gvelesiani and Ivane Javakhishvili).- CHAPTER 15:
Tales from the Philippines: Fostering Intercultural Language Learning through
a Literary Journey around the Philippines (Ana Sevilla-Pavón and María
Alcantud-Díaz).
Linda Escobaris Associate Professor in Linguistics and Head of the Department of Modern Languages and Linguistics at the Faculty of Philology, UNED, Spain. She is the coordinator of the Innovative Teaching Group OLGA-2018-3 funded by the UNED. Her current research interests include academic fields such as Second Language Acquisition (SLA), English for Specific Purposes (ESP) and Teacher Training. She has published widely in international journals, books and edited books. She has co-edited The Acquisition of Syntax in Romance Languages(2006), The Processing of Lexicon and Morphosyntax (2014), Language Processing and Disorders (2017), and The Changing Face of ESP in Todays Classroom and Workplace (2020).
AnaIbáñezis Associate Professor in English Philology at UNED University, Spain. She is a member of the UNED-based ATLAS research group. Her research interests are two-fold: on one hand, digital innovation in ESP, and on the other, the pedagogical applications of audiovisual translation in language teaching and learning.
