‘I can’t find the words now…’: Teacher Discourse Strategies and their Communicative Potential in Spanish- and English-Medium Instruction in Higher Education
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La instrucció a través de l’anglès està esdevenint una pràctica comuna a les universitats d'arreu del món. Malgrat la necessitat de donar suport als professors en aquest context, els programes per al seu desenvolupament professional continu són escassos. Aquest estudi examina les estratègies discursives (DSs) que dos professors universitaris empren en l’ensenyament d’un mateix contingut disciplinari a través de les seves L1 i L2 per examinar fins a quin punt aquestes DSs ajuden els professors a assolir el seu objectiu comunicatiu. L’estudi revela l’impacte de la llengua d’instrucció en les DSs dels professors i aporta evidència sobre les necessitats lingüístiques dels docents. En última instància, els resultats suggereixen la incorporació de DSs als programes de formació de docents.
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Metadiscourse in lectures emerges as an important discourse strategy for lecturers to scaffold their subject matter, enhancing comprehension and clarity with content organizing cues, while catering for their audience.
“As Aguilar-Pérez and Khan (2023, 298) noted,”
From Metadiscourse and Teacher Moves for Supporting Student Reasoning in Linguistics Classroom Interactions (2026) · cites this paper as Sánchez-García 2019
The Abstract says the study examines university lecturers’ discourse strategies and their communicative goals, but it does not identify metadiscourse or describe scaffolding through content-organizing cues. Searches for “metadiscourse” and the claimed scaffolding and comprehension terms found no passage addressing those specifics; the indexed copy provides no article-body passage that could settle them. (LLM, conf=0.72)
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- [12]12. https://doi.org/10.1016/j.linged.2017.12.003 Sánchez-García, D. (2016). A contrastive analysis of Spanish and English- medium instruction in tertiary education: Teacher discourse strategies in a spoken corpus (doctoral dissertation). Universidad Complutense de Madrid, Madrid, Spain. Retrieved from https://eprints. ucm.es/39800/1/T37905.pdf. Sánchez-García, D. (in press). Internationalization through language and literacy in the Spanish EME context. In S. Dimova, & J. Kling (Eds.), Integrating content and language in multilingual higher education. Springer. Sharpe, T. (2008). How can teacher talk support learning. Linguistics and Education, 19, 132-148. https://doi.org/10.1016/j.linged.2008.05.001 Smit, U. (2019). Classroom discourse in EMI: On the dynamics of multilingual practices. In K. Murata (Ed.), English-medium instruction from an English as a lingua franca perspective: Exploring the higher education context (pp. 99-123). London & New York: Routledge. https://doi.org/10.4324/9781351184335-7 Taguchi, N. (2014). English-medium education in the global society: An introduction. International Review of Applied Linguistics, 52(2), 89-98. Tarone, E. (1977). Conscious communication strategies in interlanguage: A progress report. In H.D. Brown, C. A. Yorio, & R. C. Crymes (Eds.), On TESOL 77 (pp. 194- . Washington: TESOL. Tedick, D. J. (2015). The United States of America: The paradoxes and possibilities of bilingual education. In P. Mehisto, & F. Genesee (Eds.), Building bilingual education systems: Forces, mechanisms and counterweights (pp. 1–22). Cambridge, UK: Cambridge University Press. https://doi.org/10.1075/jicb.4.1.08pav Thøgersen, J., &Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style. English for Specific Purposes,30, 209-221. https://doi.org/10.1016/j.esp.2011.01.002 Wächter, B., & Maiworm, F. (2014). English-taught programmes in European higher education. Bonn: Lemmens. Author Biography Davinia Sánchez-García, Universidad Complutense de Madrid Davinia Sánchez-García is an assistant professor in the English Studies Department at the Complutense University of Madrid (UCM). Her research interests include English-medium education, CLIL, discourse analysis, and classroom discourse. DOI https://doi.org/10.5565/rev/clil.28 Published 2019-07-21 Downloads Copyright (c) 2019 Davinia Sánchez-García Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License. eISSN: 2604-5613 I ISSN: 2604-5893 I Privacy statement This journal belongs to the service Revistes Digitals of the Universitat Autònoma de Barcelona. Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License. More information about the publishing system, Platform and Workflow by OJS/PKP. · DOI · Paper page
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Li, J., & Hu, W. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.12793 · Cited by 2 · see citing works
- Authors
- Sánchez-García, D.
- Affiliations
- Universidad Complutense de Madrid (ES)
- Corresponding author
- Sánchez-García, Davinia
- Venue
- CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education
- Publisher
- Universitat Autonoma de Barcelona
- Published
- 2019-07-21
- Volume
- 2
- Issue
- 2
- Pages
- 43
- ISSN
- 2604-5613 (ISSN-L)
- 2604-5893
- OpenAlex
- W2964689969
- Cited by
- 11
- References
- 0
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 1 · 2022: 2 · 2021: 1 · 2020: 3
- FWCI
- 16.82
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education (publishedVersion, cc-by)
- Dipòsit Digital de Documents de la UAB (Universitat Autònoma de Barcelona) (submittedVersion, cc-by)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Keywords
- language of instruction, Spanish-medium instruction, English-medium instruction, communicative competence, teacher professional development, teacher education curriculum, university teaching
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