La certification des compétences langagières des enseignantspour dispenser des cours en anglais dans l'enseignementsupérieur

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

La certification des compétences langagières des enseignantspour dispenser des cours en anglais dans l'enseignementsupérieur. / Dimova, Slobodanka.

I: ASp, Nr. 79, 2021, s. 29-47.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Dimova, S 2021, 'La certification des compétences langagières des enseignantspour dispenser des cours en anglais dans l'enseignementsupérieur', ASp, nr. 79, s. 29-47. https://doi.org/10.4000/ASP.7056

APA

Dimova, S. (2021). La certification des compétences langagières des enseignantspour dispenser des cours en anglais dans l'enseignementsupérieur. ASp, (79), 29-47. https://doi.org/10.4000/ASP.7056

Vancouver

Dimova S. La certification des compétences langagières des enseignantspour dispenser des cours en anglais dans l'enseignementsupérieur. ASp. 2021;(79):29-47. https://doi.org/10.4000/ASP.7056

Author

Dimova, Slobodanka. / La certification des compétences langagières des enseignantspour dispenser des cours en anglais dans l'enseignementsupérieur. I: ASp. 2021 ; Nr. 79. s. 29-47.

Bibtex

@article{cd535f062a684692aa3c8be6afadb00e,
title = "La certification des comp{\'e}tences langagi{\`e}res des enseignantspour dispenser des cours en anglais dans l'enseignementsup{\'e}rieur",
abstract = "English-medium instruction (EMI) programs are increasingly established at traditionally non-Anglophone universities as part of universities' internationalization policies and strategies. Thegrowth of EMI programs has raised concerns about the quality of instruction; so many universitieshave started implementing English certification requirements for non-native English-speakinglecturers who teach EMI courses. The policies and practices of EMI lecturer certification vary acrosshigher education institutions (HEIs). Some HEIs certify EMI lecturers through commercial or in-house EMI training courses, i.e., lecturers become certified after course completion. Locallydeveloped oral and written tests tend to be based on the CEFR scale because it allows forinternational recognition of test results. Drawing on research and experience with an institutionaltest for oral English proficiency of academic staff, this article discusses the advantages and thedisadvantages of the different policies and certification models for EMI lecturers and providesrecommendations for developing fair and sustainable certification practices.",
keywords = "Certification construct, English medium instruction (EMI), Language assessment, Lecturer certification, Minimum English proficiency requirements",
author = "Slobodanka Dimova",
year = "2021",
doi = "10.4000/ASP.7056",
language = "Fransk",
pages = "29--47",
journal = "ASp",
issn = "1246-8185",
publisher = "Groupe detude et de recherche en anglais de specialite",
number = "79",

}

RIS

TY - JOUR

T1 - La certification des compétences langagières des enseignantspour dispenser des cours en anglais dans l'enseignementsupérieur

AU - Dimova, Slobodanka

PY - 2021

Y1 - 2021

N2 - English-medium instruction (EMI) programs are increasingly established at traditionally non-Anglophone universities as part of universities' internationalization policies and strategies. Thegrowth of EMI programs has raised concerns about the quality of instruction; so many universitieshave started implementing English certification requirements for non-native English-speakinglecturers who teach EMI courses. The policies and practices of EMI lecturer certification vary acrosshigher education institutions (HEIs). Some HEIs certify EMI lecturers through commercial or in-house EMI training courses, i.e., lecturers become certified after course completion. Locallydeveloped oral and written tests tend to be based on the CEFR scale because it allows forinternational recognition of test results. Drawing on research and experience with an institutionaltest for oral English proficiency of academic staff, this article discusses the advantages and thedisadvantages of the different policies and certification models for EMI lecturers and providesrecommendations for developing fair and sustainable certification practices.

AB - English-medium instruction (EMI) programs are increasingly established at traditionally non-Anglophone universities as part of universities' internationalization policies and strategies. Thegrowth of EMI programs has raised concerns about the quality of instruction; so many universitieshave started implementing English certification requirements for non-native English-speakinglecturers who teach EMI courses. The policies and practices of EMI lecturer certification vary acrosshigher education institutions (HEIs). Some HEIs certify EMI lecturers through commercial or in-house EMI training courses, i.e., lecturers become certified after course completion. Locallydeveloped oral and written tests tend to be based on the CEFR scale because it allows forinternational recognition of test results. Drawing on research and experience with an institutionaltest for oral English proficiency of academic staff, this article discusses the advantages and thedisadvantages of the different policies and certification models for EMI lecturers and providesrecommendations for developing fair and sustainable certification practices.

KW - Certification construct

KW - English medium instruction (EMI)

KW - Language assessment

KW - Lecturer certification

KW - Minimum English proficiency requirements

UR - http://www.scopus.com/inward/record.url?scp=85104258878&partnerID=8YFLogxK

U2 - 10.4000/ASP.7056

DO - 10.4000/ASP.7056

M3 - Tidsskriftartikel

AN - SCOPUS:85104258878

SP - 29

EP - 47

JO - ASp

JF - ASp

SN - 1246-8185

IS - 79

ER -

ID: 260800083