Abstract:

For more than a decade, higher education, both at the European and Spanish level, has promoted the learning and increasingly widespread use of English and other foreign languages ​​in university campuses.

The expansion of university access policies, the creation of the European Higher Education Area (EHEA), the globalization of the world economy or migratory movements can be cited as obvious reasons that justify the need to think about the role of foreign languages , and especially English as "the lingua franca" of communication in XXI century.

At the same time the local identity, the presence of official languages ​​and strong presence of languages about autonomous communities are others interesting reasons to add to the linguistic richness of the teaching offer.

Within this framework, the text presents a series of points of contact and differences between the application of " face-to-face" teaching and the appropriate initiatives involved into a multilingual critical programme. For this, the text deals with a series of core subjects that have been taught in the area of ​​Architectural Composition (Architectural Restoration, Architectural Composition) in Spanish, Valencian and English. Within the framework of the Educational Innovation Project “CRITICAL ARCHITECTURE. Development of a methodology to work the transversal competence of Critical Thinking in architecture students " several plurilingual resources have been developed and they have been t adapted to several languages. After a brief presentation of the trajectory of these subjects, the text aims to underline the strategies that have been outlined for the implementation of multilingual programs, both "face-to-face" and at "online" classes, with special emphasis on the linguistic and pedagogical skills of the teaching staff, as well as the students' vocabulary.

Keywords:

Emi, virtual classes, Acle.