2026-05-30T06:10:41Zhttps://riuma.uma.es/rest/oai/requestoai:riuma.uma.es:10630/367032026-02-03T11:12:41Zcom_10630_2254col_10630_37953
RIUMA. Repositorio Institucional de la Universidad de Málaga
author
Griffith-Bourn, Mary Margaret
author
Lechuga-Jiménez, Clotilde
2025-01-22T07:18:34Z
2025-01-22T07:18:34Z
2018
Griffith, M., & Lechuga, C. (2018). Contrasting Learner Language in Social Sciences Education: A Case Study at the University of Malaga. Universal Journal of Educational Research, 6(10), 2364-2372.DOI: 10.13189/ujer.2018.061035
https://hdl.handle.net/10630/36703
10.13189/ujer.2018.061035
This paper presents specific reference tools to provide institutional language integrated support with a specific language plan for a bilingual programme at the University of Malaga. This follows experts’ opinions that claim the need of such a plan. While studies show the importance of language support in bilingual instruction, they rarely address specific content professors' needs tending to remain distant from real teaching contexts. The title “The language of learning” highlights the reality of bilingual classrooms to address specific needs of this unique academic scenario. The article examines how language support has a dual focus that includes both students and instructors. The paper concludes with a reflection on interdisciplinary innovation projects that provide professors with the tools to ensure the quality of bilingual programmes.
eng
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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Contrasting Learner Language in Social Sciences Education: A Case Study at the University of Malaga
journal article
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