Acceso usuarios
[1]
;
Vraciu, Alexandra
[2]
Salamanca, España
Lérida, España
The implementation of EMI programmes in Spain has put a strain on content lecturers who need to navigate a series of tensions related to the language of instruction, which have been shown to shape their professional identity. This study aims to explore how an EMI lecturer balances university language policies, ideology, and beliefs about English language teaching and learning and classroom practice in an EMI Strategic Marketing subject taught at the University of Lleida. The results show that, in the absence of explicit guidelines from the university, the EMI lecturer puts forward language-related methodological principles that are rooted in their personal journey of learning English and not so much in their content specialist identity. EMI is a magnifying glass of the challenges involved in enacting language policies in higher education and of the instrumental role of the content lecturer in this process.
