Marta Aguilar-Pérez
Marta Aguilar-Pérez is associate professor of English for Special Purposes and technical communication at the Engineering School (ETSEIB), Universitat Politècnica de Catalunya, Barcelona Tech (Spain). Her research interests include the role of ESP and English Medium Instruction within internationalisation and multilingualism in higher education.
Her research interests include English for specific purposes and English for academic purposes, in particular academic discourse and genres for foreign language speakers. She is co-author of a textbook for technical writing addressed to engineering university students and (Edicions UPC, 2008), author of a book on academic metadiscourse in academic lectures (Peter Lang, 2008), and author of several book chapters (e.g. Routledge Handbook for English for Academic Purposes, 2016). Recently, she has also published several articles on Content and Language Integrated Learning (CLIL) in higher education. She belongs to the Centre de Lingüística Aplicada (CLA), Universitat de Lleida.
Llibres editats/ Libros editados / Edited Books
- Aguilar-Pérez, M., Moncada-Comas, B. & Tatzl, D. (Eds). 2024. Developing Language Competence through English for Specific Purposes in English-Medium University Settings. Bristol: Multilingual Matters.
Capítols de llibre/ Capítulos de libro/ Book chapters (2018-2024)
- Aguilar-Pérez, M. (Under review). Teaching technical communication within a European EMI context: Windows for ESP. In J. Pun & E. Nervino (Eds.), Teaching professional communication in English-medium instruction contexts: voices from disciplinary researchers. Bloomsbury.
- Aguilar-Pérez, M. (2024). Lecturers’ multilingual practices and ideologies on disciplinary vocabulary: English and local languages in technology. In Yuksel, D., Altay, M, and Curle, S. (eds.), Multilingual and Translingual Practices in English-Medium Instruction. Perspectives from global higher education contexts. Bloomsbury Publishers. 181-199. https://www.bloomsbury.com/uk/multilingual-and-translingual-practices-in-englishmedium-instruction-9781350373242/
- Kahn, S., & Aguilar-Pérez, M. (2023). So what do we have here? An engineering lecturer’s metadiscursive use of rhetorical questions in L1 and English (L2). In Bellés-Fortuño, B., Bellés-Calvera, L. & A.I. Martínez-Hernández (eds), New Trends on Metadiscourse: An analysis of online and textual genres. Palgrave-McMillan. 11-37.
- Aguilar-Pérez, M. (2022). EMI in Vietnamese universities: The need for a glocal educational approach. Commentary. In M. Pham & Barnett, J. (Eds.), English Medium Instruction Practices in Vietnamese Universities. Springer. 171-176. https://doi.org/10.1007/978-981-19-2169-8
- Arnó-Macià. E., & Aguilar-Pérez, M. (2022). Engineering Students’ Views on ESP Courses as a Pathway for the Development of Graduates’ International Mindsets. In B. Lewandowska-Tomaszczyk & M. Trojszczak (Eds), Language Use, Education, and Professional Contexts, 978-3-030-96094-0, 511514_1_En, (Chapter 9). Springer Nature. 143-164. https://doi.org/10.1007/978-3-030-96095-7_9
- Aguilar-Pérez, M. (2021). EMI lecturers’ and students’ perceptions: Can EMI contribute to enhancing intercultural competence? In M. L. Carrió-Pastor & B. Bellés-Fortuño (Eds.), Teaching Language and Content in Multicultural and Multilingual Classrooms, Palgrave. 65-96. https://doi.org/10.1007/978-3-030-56615-9
- Arnó-Macià. E., & Aguilar-Pérez. M. (2020). Language issues in EMI: when lecturers and students can choose the language of instruction. In D. Block & S. Khan (Eds.), The secret life of English-medium instruction in higher education: Examining microphenomena in context. Routledge. 19-42.
- Aguilar-Pérez, M., & Arnó-Macià, E. (2020). ‘He’s a good lecturer in any language’: Shifting from L1 to English and implications for EMI training. In M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education. IGI: Pennsylvania. 153-178.
Articles (revisats per parells/revisión por pares/ peer-reviewed) (2018-2024):
- Aguilar-Pérez, M., & Arnó-Macià, E. (2024). Personal narratives of three EMI teachers: construction of their identities based on their experiential development. Journal of Multicultural and Multilingual Development, 1-14. http://dx.doi.org/10.1080/01434632.2024.2373254
- Aguilar-Pérez, M., & Khan, S. (2022). Metadiscourse use when shifting from L1 to EMI lecturing: Implications for teacher training. Journal of Innovation in Teaching and language learning, 16, 297-311. https://doi.org/10.1080/17501229.2022.2057503
- Mancho-Barés, G., Khan, S., & Aguilar, M. (2022). Genre analysis of laboratory reports in an EMI subject: development of student literacy in disciplinary writing. Journal of English Medium instruction, 1(2), 232-254.
- Mancho-Barés, G., & Aguilar, M. (2020). EMI Lecturers’ Practices in correcting English: Resources for Language Teaching? Journal of Immersion and Content-Based Language Education. https://doi.org/10.1075/jicb.19011.man
- Arnó-Macià, E., Aguilar-Pérez, M., & Tatzl, D. (2020). Engineering students’ perceptions of ESP courses as a gateway to academic and professional communication. Journal of English for Specific Purposes, 58, 58-74. https://doi.org/10.1016/j.esp.2019.12.001
- Arnó-Macià, E., & Aguilar-Pérez, M. (2019). Developing Language and Intercultural Skills through an IaH Programme at University. Studia UBB Philologia, LXIV, 17-34. https://doi.org/10.24193/subbphilo.2019.2.02
- Arnó-Macià, E., & Aguilar-Pérez, M. (2018). ESP, EMI and Interculturality: How Internationalised are University Curricula in Catalonia? ESP Today, 6, 184-207. https://doi.org/10.18485/esptoday.2018.6.2.3
- Aguilar, M. (2018). Integrating intercultural competence in ESP and EMI: from theory to practice. ESP Today, 6, 25-43. https://www.esptodayjournal.org/esp_today_back_issues_vol009.html
English for Specific Purposes courses (Written and Oral technical communication courses, and Business English) to both undergraduate and master students in the Engineering Faculty (ETSEIB) at the Universitat Politècnica de Catalunya. She also teaches a course on Science, Technology and Society (STS) to undergraduates. She also involved in teacher training courses for UPC content lecturers who teach through the medium of English.