Teaching through English in a sport sciences degree: an evaluation of the initial stages.

Abstract

The process of internationalisation has become an important feature of higher education worldwide. More and more universities offer degrees taught in English in order to attract international students and thus strengthen their global standing. In this context, the current research attempted to assess the early development of a Bachelor’s Degree in Physical Activity and Sport Sciences offered in English at a Spanish University. Semi-structured interviews were conducted with 12 lecturers, and the data were analysed qualitatively through a thematic approach using MAXQDA software. The analysis revealed six main themes: lecturers’ motivations for joining the programme, the advantages of participation, the obstacles encountered, the perceived influence on students’ academic performan ce, strategies employed to manage linguistic challenges, and conditions necessary to maintain the programme’s quality. As for the main findings, the study revealed that lecturers’ motivations for joi ning the English-taught programme varied, with most participating due to departmental requirements rather than personal interest or internationalisation goals. A few were motivated by professional cha llenges, subject interest, or language improvement. Benefits for students included career prospects, cultural enrichment, and a more global perspective. Only a minority of lecturers noted language gains. Regarding the benefits for the lecturers, they agreed that participation improved their own English skills, particularly speaking and vocabulary, and boosted confidence in communication. Although the participants acknowledged some positive aspects, the programme was also characterised by a considerable number of difficulties, and lecturers expressed contrasting views regarding its effecti veness. As for the main limitations and concerns, the lecturers identified students’ low proficiency levels and the diversity in their language skills as the main obstacle in the successful realisation of the programme. They also expressed concern over their own language competence and questioned their ability to effectively deliver content knowledge in English. Yet, a clear division in their opinions regarding students’ academic performance indicates that some lecturers remained optimistic about the programme’s effectiveness, while others were more sceptical about the viability of EMI in this context. Concerns also arose from their limited awareness of the role that pedagogical training could play in addressing language-related challenges. Therefore, even though most of their recommenda tions focused on improving language skills for both students and faculty, the study itself highlights the importance of raising lecturers’ awareness of effective English-medium teaching practices. While previous research has reached similar conclusions about EMI in other academic fields, the English taught Bachelor’s Degree in Physical Activity and Sport Sciences appears to have been introduced without sufficient planning or adequate preparation of staff. Our findings therefore reinforce the ar gument that institutions must dedicate more resources to developing coherent internationalisation strategies. Ultimately, if students struggle with language proficiency and teachers lack the necessary training to support them, the long-term success of the initiative remains uncertain. For this reason, higher education institutions implementing EMI must invest not only in language development for lecturers but also in training that strengthens their methodological and pedagogical skills. These re sults offer guidance not only for the degree analysed in this study but also for other institutions which offer EMI programmes.