Repository of Materials and Resources for English-Medium Instruction
Repositorio conjunto de las aportaciones de los proyectos REMARE- EMI (2019-2021) y INEMICEF (2021-2023) dirigidos por Esther Nieto Moreno de Diezmas y financiados por el Vicerrectorado de Estudios, Calidad y Acreditación de la UCLM.
Author: Cambridge University
Recommended by: Fátima Faya Cerqueiro
“TKT CLIL glossary, available online to handle basic terminology, of particular interest is the entry on visual organisers, which allows us to identify the name of the type of organiser we use.”
Author: Gillet, A.
Recommended by: Fátima Faya Cerqueiro
“Page with resources on English for Academic Purposes (Using English for Academic Purposes for Students in Higher Education). In the link you can find concrete examples of the parts of a presentation.”
Author: Universitat Politècnica de Catalunya
Recommended by: Fátima Faya Cerqueiro Faya Cerqueiro
“Website of the Universitat Politècnica de Catalunya. It has a wide repertoire of useful structures for teaching in English, with conversational strategies for oral practice, such as starting a session, changing the subject or referring to resources, among others. All with transcription and audio, as well as a translation into Spanish.”
Author: Macaro, E.
Recommended by: Alicia Fernández Barrera
“This article analyses EMI teachers’ discourse in a Chinese university, particularly oral explanations of unfamiliar lexical item in EMI subjects. It is a comparative study between oral explanations and the information provided by dictionaries in order to gain insights into the challenges teachers face when putting across the meaning of words which may not have direct equivalence in both languages.”
Author: Sánchez-García, D.
Recommended by: Alicia Fernández Barrera
“This study examines the discourse strategies deployed in the teaching of the same disciplinary content through both their L1 and their L2 to examine the extent to which these strategies help teachers achieve their communicative goal. The study unveils the impact of the language of instruction on teachers’ communicative strategies and sheds light on teachers’ pressing linguistic needs.”