Metaphor and Genre: An Approach to improve the learning process of English for Aeronautics

This study suggests a theoretical framework for improving the teaching/ learning process of English employed in the Aeronautical discourse that brings together cognitive learning strategies, Genre Analysis and the Contemporary theory of Metaphor (Lakoff and Johnson 1980; Lakoff 1993). It maintains that cognitive strategies such as imagery, deduction, inference and grouping can be enhanced by means of metaphor and genre awareness in the context of content based approach to language learning. A list of image metaphors and conceptual metaphors which comes from the terminological database METACITEC is provided. The metaphorical terms from the area of Aeronautics have been taken from specialised dictionaries and have been categorised according to the conceptual metaphors they respond to, by establishing the source domains and the target domains, as well as the semantic networks found. This information makes reference to the internal mappings underlying the discourse of aeronautics reflected in five aviation accident case studies which are related to accident reports from the National Transportation Safety Board (NTSB) and provides an important source for designing language teaching tasks. La Lingüística Cognitiva y el Análisis del Género han contribuido a la mejora de la enseñanza de segundas lenguas y, en particular, al desarrollo de la competencia lingüística de los alumnos de inglés para fines específicos. Este trabajo pretende perfeccionar los procesos de enseñanza y el aprendizaje del lenguaje empleado en el discurso aeronáutico por medio de la práctica de estrategias cognitivas y prestando atención a la Teoría del análisis del género y a la Teoría contemporánea de la metáfora (Lakoff y Johnson 1980; Lakoff 1993). Con el propósito de crear recursos didácticos en los que se apliquen estrategias metafóricas, se ha elaborado un listado de metáforas de imagen y de metáforas conceptuales proveniente de la base de datos terminológica META-CITEC. Estos términos se han clasificado de acuerdo con las metáforas conceptuales y de imagen existentes en esta área de conocimiento. Para la enseñanza de este lenguaje de especialidad, se proponen las correspondencias y las proyecciones entre el dominio origen y el dominio meta que se han hallado en los informes de accidentes aéreos tomados de la Junta federal de la Seguridad en el Transporte (NTSB)

A holistic experience in the integrated learning of specialized English and content in Engineering degrees

This paper aims to outline a theory-based Content and Language Integrated Learning course and to establish the rationale for adopting a holistic approach to the teaching of languages in tertiary education. Our work focuses on the interdependence between Content and Language Integrated Learning (CLIL), and the use of Information and Communication Technologies (ICT), in particular regarding the learning of English within the framework of Telecommunications Engineering. The study first analyses the diverse components of the instructional approach and the extent to which this approach interrelates with technologies within the context of what we have defined as a holistic experience, since it also aims to develop a set of generic competences or transferable skills. Second, an example of a course project framed in this holistic approach is described in order to exemplify the specific actions suggested for learner autonomy and CLIL. The approach provides both an adequate framework as well as the conditions needed to carry out a lifelong learning experience within our context, a Spanish School of Engineering. In addition to specialized language and content, the approach integrates the learning of skills and capacities required by the new plans that have been established following the Bologna Declaration in 1999.

Assessment for English language education on the programs at the Agricultural Engineering School of Madrid

The convergence process among European academic degrees pursues the exchange of graduate students and the adaptation of university programs to social demand. Within the framework of the European Higher Education, European universities will need to be more competitive not only by increasing or maintaining the student enrolment, but also in their academic performance. Thus, the reinforcing of English language education within the University Programs might play an important role to reach these objectives. In this sense, a complete survey was accomplished at the Agricultural Egineering School of Madrid (ETSIA ) addressing issues such as: identification the needs for bilingual instruction at ETSIA, identification resources needed and interest and background in English language of students and professors (San José et al., 2013). The conclusions and recommendations to promote the bilingual instruction in the ETSIA, taking into account the approaches followed by other Spanish universities, are presented in this work.