Mediating Specialized Knowledge and L2 Abilities

Linda Escobaris Associate Professor in Linguistics and Head of the Department of Modern Languages and Linguistics at the Faculty of Philology, UNED, Spain. She is the coordinator of the Innovative Teaching Group OLGA-2018-3 funded by the UNED. Her current research interests include academic fields such as Second Language Acquisition (SLA), English for Specific Purposes (ESP) and Teacher Training. She has published widely in international journals, books and edited books. She has co-edited The Acquisition of Syntax in Romance Languages(2006), The Processing of Lexicon and Morphosyntax (2014), Language Processing and Disorders (2017), and The Changing Face of ESP in Today’s Classroom and Workplace (2020). AnaIbáñezis Associate Professor in English Philology at UNED University, Spain. She is a member of the UNED-based ATLAS research group. Her research interests are two-fold: on one hand, digital innovation in ESP, and on the other, the pedagogical applications of audiovisual translation in language teaching and learning.

• Part I: L2 Education in English/Spanish bilingual contexts.- CHAPTER 1: Tertiary bilingual education: the Iberian Spanish case versus other multilingual contexts (Linda Escobar).- CHAPTER 2: Language mediation in EMI contexts: emotional stances and translation issues (Esther Nieto Moreno de Diezmas and Alicia Fernández Barrera).- CHAPTER 3: Translator competence in second foreign language teaching: acquisition of intercultural skills (Laura González Fernández).- CHAPTER 4: On the Use of Literary Multimodal Sources in L2 Teaching Contexts (Mª Victoria Guadamillas Gómez).- CHAPTER 5: CILing EMI for effective mediation in the l2 in pre-service teacher education: a case study (Magdalena Custodio-Espinar and Alfonso López Hernández.- Part II:ESP Instruction Practices in international contexts.- CHAPTER 6: Using English-learning apps inside Tourism and Business classes: Analysis and critical review (Yolanda Joy Calvo Benzies).- CHAPTER 7: ESP for Tourism: Does it meet employers’ needs and prepare students for the workplace? (Gloria Chamorro, María Vázquez-Amador and María del Carmen Garrido-Hornos).- CHAPTER 8: Phraseological nuances of civil engineering research titles (Ana Roldán Riejos).- CHAPTER 9: Teaching Spanish medical students how to write a case history (Ariel Sebastián Mercado).- CHAPTER 10: Teaching ESP through data-driven learning: An exploratory study in Health Sciences degrees (Jorge Soto-Almela and Gema Alcaraz-Mármol).- Part III: L2 needs and international mobility in academic environments.- CHAPTER 11: Insights from an ERASMUS teaching programme on Academic Writing: The French case (Ourania Katsara).- CHAPTER 12: A Case study on needs analysis in English for academic environmental purposes (Octavia Raluca Zglobiu).- CHAPTER 13: Navigating corpora for self-directed LSP writing: a comparative study of digital method and resource integration in L1 versus L2 language courses (Loredana Bercuci, Ana María Pop and Madalina Chitez).- CHAPTER 14: Migration and Language teaching in Georgia (Irina Gvelesiani and Ivane Javakhishvili).- CHAPTER 15: Tales from the Philippines: Fostering Intercultural Language Learning through a Literary Journey around the Philippines (Ana Sevilla-Pavón and María Alcantud-Díaz).