Aintzane Doiz
Biographic Data
| ID | 193337 |
|---|---|
| NAME | Aintzane Doiz |
| GIVEN NAMES | Aintzane |
| FAMILY NAME | Doiz |
| SIGNATURE | DOIZ A |
| AFFILIATIONS | University of the Basque Country |
| ORCID | 0000-0002-4818-6495 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 55 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
Teacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on this topic in higher education, this article analyses what type of questions EMI history lecturers pose and whether they are subject to individual differences. The study is based on 12 two-hour lectures whose transcriptions were analysed by …
Classroom interaction in English-medium instruction
English-medium instruction (EMI) programmes have been mushrooming in the last two decades as part of the internationalisation processes. However, the rapid implementation of EMI has outpaced research in many different areas, classroom interaction being one of them. Since classroom interaction is an indication of quality teaching, the analysis of the use of questions made by EMI lecturers needs to be carefully examined. Questioning practices, howe…
Looking into English-medium instruction teachers’ metadiscourse
Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand. The present study addresses the use of spoken interactive metadiscourse markers by…
An analysis of the use of cognitive discourse functions in English-medium history teaching at university
Dealing with language issues in English-medium instruction at university
At a time when EMI (English-medium instruction) is considered to play a key role in the internationalization process of many higher education institutions, the articles included in this special iss
Teachers’ and Students’ Second Language Motivational Self System in English‐Medium Instruction
In this article the researchers analyze university students and teachers working in English‐medium instruction ( EMI ) settings in terms of the second language (L2) motivational self system (L2 MSS ) (Dörnyei, , ) from a qualitative perspective through the use of focus groups. This qualitative approach yields personal and group information about the participants’ perceptions and opinions on L2 MSS in EMI in a Spanish university setting. The resea…
CLIL students' perceptions of their language learning process
Content and Language Integrated Learning (CLIL) has become a very popular approach in the belief that it may help to improve students' foreign language proficiency. Although some research has been conducted, there is a dearth of longitudinal studies on students' awareness of their language learning process in CLIL programmes. In this paper, 221 CLIL students from the Basque Autonomous Community (BAC; Spain) filled out a questionnaire which analys…
A Longitudinal Study on the Impact of CLIL on Affective Factors
Content and Language Integrated Learning (CLIL) programmes are burgeoning in European school contexts due to the widespread belief that they help to significantly improve foreign language learning while content learning is not negatively affected. However, some of its purported benefits still need to be empirically confirmed. Thus, while this approach is widely believed to positively influence students’ affective stance, research studies are scan…
What does ‘international university’ mean at a European bilingual university? The role of languages and culture
Internationalisation has brought about remarkable changes at universities all over the world. In the case of the University of the Basque Country (Spain) this is reflected in the increasing presence of English-medium instruction. This paper examines two issues: the university community's perception of (1) the term international university and its interaction with languages and culture; and (2) the effect of English on attitudes towards the minori…
Language friction and multilingual policies in higher education
The learning of prestigious international languages becomes a process fraught with tensions in multilingual settings. The process of internationalisation in many universities has led to the spread of English-medium instruction (EMI), which tends to raise linguistic debates particularly in the case of bilingual institutions. However, and despite a few exceptions, there is scant research into the effect of EMI on the different bodies that make up t…
Globalisation, internationalisation, multilingualism and linguistic strains in higher education
One effect of the Bologna Declaration is that teaching staff and students are becoming more mobile, increasing linguistic diversity in the European Higher Education Area. This multilingual internationalisation is especially noticeable in bilingual universities such as the University of the Basque Country in Spain, where English-medium instruction is becoming more popular. In order to understand higher education multilingual contexts, it is essent…
Internationalisation, multilingualism and English-medium instruction
In the new European higher education space, Universities in Europe are exhorted to cultivate and develop multilingualism. The European Commission's 2004-2006 action plan for promoting language learning and diversity speaks of the need to build an environment which is favourable to languages. Yet reality indicates that it is English which reigns supreme and has become the main foreign language used as means of instruction at European universities.…
The effect of the early teaching of English on writing proficiency
The new political space shaped by the European Union has boosted the learning of foreign languages, however, the English language has acquired a higher profile than any other foreign language. The learning of English as the main foreign language in Spanish schools is overwhelming and since 1993, when the Educational Reform was passed, its learning has been established from the age of eight onwards. Thus, in the Spanish bilingual communities such …
Globalisation, internationalisation, multilingualism and linguistic strains in higher education
One effect of the Bologna Declaration is that teaching staff and students are becoming more mobile, increasing linguistic diversity in the European Higher Education Area. This multilingual internationalisation is especially noticeable in bilingual universities such as the University of the Basque Country in Spain, where English-medium instruction is becoming more popular. In order to understand higher education multilingual contexts, it is essent…
Internationalisation, multilingualism and English-medium instruction
In the new European higher education space, Universities in Europe are exhorted to cultivate and develop multilingualism. The European Commission's 2004-2006 action plan for promoting language learning and diversity speaks of the need to build an environment which is favourable to languages. Yet reality indicates that it is English which reigns supreme and has become the main foreign language used as means of instruction at European universities.…
Teachers’ and Students’ Second Language Motivational Self System in English‐Medium Instruction
In this article the researchers analyze university students and teachers working in English‐medium instruction ( EMI ) settings in terms of the second language (L2) motivational self system (L2 MSS ) (Dörnyei, , ) from a qualitative perspective through the use of focus groups. This qualitative approach yields personal and group information about the participants’ perceptions and opinions on L2 MSS in EMI in a Spanish university setting. The resea…
Classroom interaction in English-medium instruction
English-medium instruction (EMI) programmes have been mushrooming in the last two decades as part of the internationalisation processes. However, the rapid implementation of EMI has outpaced research in many different areas, classroom interaction being one of them. Since classroom interaction is an indication of quality teaching, the analysis of the use of questions made by EMI lecturers needs to be carefully examined. Questioning practices, howe…
Looking into English-medium instruction teachers’ metadiscourse
Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand. The present study addresses the use of spoken interactive metadiscourse markers by…
Language friction and multilingual policies in higher education
The learning of prestigious international languages becomes a process fraught with tensions in multilingual settings. The process of internationalisation in many universities has led to the spread of English-medium instruction (EMI), which tends to raise linguistic debates particularly in the case of bilingual institutions. However, and despite a few exceptions, there is scant research into the effect of EMI on the different bodies that make up t…
The effect of the early teaching of English on writing proficiency
The new political space shaped by the European Union has boosted the learning of foreign languages, however, the English language has acquired a higher profile than any other foreign language. The learning of English as the main foreign language in Spanish schools is overwhelming and since 1993, when the Educational Reform was passed, its learning has been established from the age of eight onwards. Thus, in the Spanish bilingual communities such …
Internationalisation, multilingualism and English-medium instruction
In the new European higher education space, Universities in Europe are exhorted to cultivate and develop multilingualism. The European Commission's 2004-2006 action plan for promoting language learning and diversity speaks of the need to build an environment which is favourable to languages. Yet reality indicates that it is English which reigns supreme and has become the main foreign language used as means of instruction at European universities.…
Globalisation, internationalisation, multilingualism and linguistic strains in higher education
One effect of the Bologna Declaration is that teaching staff and students are becoming more mobile, increasing linguistic diversity in the European Higher Education Area. This multilingual internationalisation is especially noticeable in bilingual universities such as the University of the Basque Country in Spain, where English-medium instruction is becoming more popular. In order to understand higher education multilingual contexts, it is essent…
What does ‘international university’ mean at a European bilingual university? The role of languages and culture
Internationalisation has brought about remarkable changes at universities all over the world. In the case of the University of the Basque Country (Spain) this is reflected in the increasing presence of English-medium instruction. This paper examines two issues: the university community's perception of (1) the term international university and its interaction with languages and culture; and (2) the effect of English on attitudes towards the minori…
Language friction and multilingual policies in higher education
The learning of prestigious international languages becomes a process fraught with tensions in multilingual settings. The process of internationalisation in many universities has led to the spread of English-medium instruction (EMI), which tends to raise linguistic debates particularly in the case of bilingual institutions. However, and despite a few exceptions, there is scant research into the effect of EMI on the different bodies that make up t…
A Longitudinal Study on the Impact of CLIL on Affective Factors
Content and Language Integrated Learning (CLIL) programmes are burgeoning in European school contexts due to the widespread belief that they help to significantly improve foreign language learning while content learning is not negatively affected. However, some of its purported benefits still need to be empirically confirmed. Thus, while this approach is widely believed to positively influence students’ affective stance, research studies are scan…
CLIL students' perceptions of their language learning process
Content and Language Integrated Learning (CLIL) has become a very popular approach in the belief that it may help to improve students' foreign language proficiency. Although some research has been conducted, there is a dearth of longitudinal studies on students' awareness of their language learning process in CLIL programmes. In this paper, 221 CLIL students from the Basque Autonomous Community (BAC; Spain) filled out a questionnaire which analys…
Teachers’ and Students’ Second Language Motivational Self System in English‐Medium Instruction
In this article the researchers analyze university students and teachers working in English‐medium instruction ( EMI ) settings in terms of the second language (L2) motivational self system (L2 MSS ) (Dörnyei, , ) from a qualitative perspective through the use of focus groups. This qualitative approach yields personal and group information about the participants’ perceptions and opinions on L2 MSS in EMI in a Spanish university setting. The resea…
Dealing with language issues in English-medium instruction at university
At a time when EMI (English-medium instruction) is considered to play a key role in the internationalization process of many higher education institutions, the articles included in this special iss
An analysis of the use of cognitive discourse functions in English-medium history teaching at university
Classroom interaction in English-medium instruction
English-medium instruction (EMI) programmes have been mushrooming in the last two decades as part of the internationalisation processes. However, the rapid implementation of EMI has outpaced research in many different areas, classroom interaction being one of them. Since classroom interaction is an indication of quality teaching, the analysis of the use of questions made by EMI lecturers needs to be carefully examined. Questioning practices, howe…
Looking into English-medium instruction teachers’ metadiscourse
Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand. The present study addresses the use of spoken interactive metadiscourse markers by…
An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
Teacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on this topic in higher education, this article analyses what type of questions EMI history lecturers pose and whether they are subject to individual differences. The study is based on 12 two-hour lectures whose transcriptions were analysed by …
Second Language Learning and Teaching (13 works) · Pedagogy (11 works) · Psychology (10 works) · Linguistics (9 works) · Mathematics education (9 works) · Sociology (8 works) · Computer Science (7 works) · EFL/ESL Teaching and Learning (7 works) · Foreign language (5 works) · Multilingual Education and Policy (5 works)