Learning a /through a foreign language in higher education: employers’ and students’ perceptions
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.29352/mill0209.04.00226 |
Resumo: | Introduction: Higher Education Institutions (HEI) are allegedly preparing students for a globalized working area where people will need to be ready to communicate effectively in one or more foreign languages in international working environments, which puts a lot of pressure on how foreign languages (FL) are learned in Higher Education (HE). Methods: This article explores how a FL or learning through a FL could be approached in HEI, focusing mainly on what employers claim in terms of skills of recent graduates or on-the-job workers. Case studies are used, combining interviews to employers and questionnaires to HE students to find out their perceptions on FL learning requirements for greater employability. Conclusions: A series of recommendations are made for HEI on how to promote students’ employability skills; on the best practices for the development of intercultural communicative competence and FL skills to communicate effectively in international or digitally-mediated working environments; as well as on how to prepare the teaching staff for emerging trends that involve using a FL as medium of instruction or CLIL, a content and language integrated approach. These testify to the importance of learning a FL or through a FL, as well as the need to combine transversal skills development in connection to FL learning. |
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Learning a /through a foreign language in higher education: employers’ and students’ perceptionsAprender una/ en una lengua extranjera: percepciones de empleadores y alumnosAprender (n)uma língua estrangeira no ensino superior: perceções de empregadores e alunosEducation and Social Development SciencesIntroduction: Higher Education Institutions (HEI) are allegedly preparing students for a globalized working area where people will need to be ready to communicate effectively in one or more foreign languages in international working environments, which puts a lot of pressure on how foreign languages (FL) are learned in Higher Education (HE). Methods: This article explores how a FL or learning through a FL could be approached in HEI, focusing mainly on what employers claim in terms of skills of recent graduates or on-the-job workers. Case studies are used, combining interviews to employers and questionnaires to HE students to find out their perceptions on FL learning requirements for greater employability. Conclusions: A series of recommendations are made for HEI on how to promote students’ employability skills; on the best practices for the development of intercultural communicative competence and FL skills to communicate effectively in international or digitally-mediated working environments; as well as on how to prepare the teaching staff for emerging trends that involve using a FL as medium of instruction or CLIL, a content and language integrated approach. These testify to the importance of learning a FL or through a FL, as well as the need to combine transversal skills development in connection to FL learning.Introducción: Las instituciones de educación superior (IES) deben preparar a los alumnos para el actual mercado de trabajo globalizado, donde se espera que sepan comunicar eficazmente en una o más lenguas extranjeras (LE) en entornos de trabajo internacionales, lo cual supone una enorme expectativa sobre cómo debe ser encarada la enseñanza y el aprendizaje de lenguas extranjeras en las IES. Métodos: Este artículo explora cómo se puede abordar el aprendizaje y la enseñanza de una LE, o a través de una LE, en la educación superior, centrándose principalmente en lo que los empleadores necesitan, en términos de competencias, de los recién graduados y de los trabajadores en activo. Se analizan varios estudios de caso, que combinan resultados de cuestionarios y entrevistas a empleadores y a estudiantes de IES, para conocer sus percepciones sobre los requerimientos en el aprendizaje de lenguas extranjeras que aumenten la empleabilidad. Conclusiones: Se presentan una serie de recomendaciones a las IES, acerca de cómo aumentar la empleabilidad de sus estudiantes, así como sobre buenas prácticas de desarrollo de la competencia comunicativa intercultural (ICC) y de otras competencias en LE para comunicar con eficacia en entornos de trabajo internacionales y / o virtuales. También se exponen consejos referidos a cómo preparar a los docentes de las IES ante las emergentes tendencias que implican el uso de LE como medio de instrucción o AICLE/ CLIL, esto es, el enfoque integrado de contenido e idioma. Enfoques estos que evidencian la importancia de aprender una LE, o a través de una LE, así como la necesidad de vincular el desarrollo de competencias transversales con el aprendizaje de lenguas.Introdução: As instituições de ensino superior (IES) devem preparar os alunos para o mercado de trabalho globalizado onde se espera que eles saibam comunicar de forma eficaz numa ou mais línguas estrangeiras (LE) em ambientes de trabalho internacionais, o que coloca uma enorme pressão de expectativa sobre o ensino e aprendizagem de LE no ensino superior (ES). Métodos: O presente artigo explora modos de aprender (n)a LE nas IES, conjugando perspetivas sobre o estado da arte com perceções de empregadores e alunos. Usa-se uma abordagem de estudos de caso que combina resultados de questionários e entrevistas para descrever as perceções de como a LE deve ser aprendida e ensinada. Conclusões: Fazem-se recomendações sobre como melhorar a empregabilidade dos alunos; sobre boas práticas de desenvolvimento da competência comunicativa intercultural e de LE para comunicar com eficácia em ambientes de trabalho internacionais e/ou virtuais; e sobre a preparação do corpo docente para tendências emergentes que incluem o uso da LE como meio de instrução ou o uso de CLIL, de integração da aprendizagem de língua e conteúdo em simultâneo, que testemunham a importância de aprender (n)uma LE e de combinar esta aprendizagem com o desenvolvimento de outras competências e capacidades transversais.Polytechnic Institute of Viseu (IPV)2019-05-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.29352/mill0209.04.00226eng1647-662X0873-3015Morgado, MargaridaGómez, Luís VicenteCalvete, Marceloinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-06-15T15:01:48Zoai:ojs.revistas.rcaap.pt:article/16250Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:29:26.895414Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Learning a /through a foreign language in higher education: employers’ and students’ perceptions Aprender una/ en una lengua extranjera: percepciones de empleadores y alumnos Aprender (n)uma língua estrangeira no ensino superior: perceções de empregadores e alunos |
title |
Learning a /through a foreign language in higher education: employers’ and students’ perceptions |
spellingShingle |
Learning a /through a foreign language in higher education: employers’ and students’ perceptions Morgado, Margarida Education and Social Development Sciences |
title_short |
Learning a /through a foreign language in higher education: employers’ and students’ perceptions |
title_full |
Learning a /through a foreign language in higher education: employers’ and students’ perceptions |
title_fullStr |
Learning a /through a foreign language in higher education: employers’ and students’ perceptions |
title_full_unstemmed |
Learning a /through a foreign language in higher education: employers’ and students’ perceptions |
title_sort |
Learning a /through a foreign language in higher education: employers’ and students’ perceptions |
author |
Morgado, Margarida |
author_facet |
Morgado, Margarida Gómez, Luís Vicente Calvete, Marcelo |
author_role |
author |
author2 |
Gómez, Luís Vicente Calvete, Marcelo |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Morgado, Margarida Gómez, Luís Vicente Calvete, Marcelo |
dc.subject.por.fl_str_mv |
Education and Social Development Sciences |
topic |
Education and Social Development Sciences |
description |
Introduction: Higher Education Institutions (HEI) are allegedly preparing students for a globalized working area where people will need to be ready to communicate effectively in one or more foreign languages in international working environments, which puts a lot of pressure on how foreign languages (FL) are learned in Higher Education (HE). Methods: This article explores how a FL or learning through a FL could be approached in HEI, focusing mainly on what employers claim in terms of skills of recent graduates or on-the-job workers. Case studies are used, combining interviews to employers and questionnaires to HE students to find out their perceptions on FL learning requirements for greater employability. Conclusions: A series of recommendations are made for HEI on how to promote students’ employability skills; on the best practices for the development of intercultural communicative competence and FL skills to communicate effectively in international or digitally-mediated working environments; as well as on how to prepare the teaching staff for emerging trends that involve using a FL as medium of instruction or CLIL, a content and language integrated approach. These testify to the importance of learning a FL or through a FL, as well as the need to combine transversal skills development in connection to FL learning. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-05-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.29352/mill0209.04.00226 |
url |
https://doi.org/10.29352/mill0209.04.00226 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1647-662X 0873-3015 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Polytechnic Institute of Viseu (IPV) |
publisher.none.fl_str_mv |
Polytechnic Institute of Viseu (IPV) |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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