Abstract:

Nowadays, the English language is not only considered essential for personal aims and interactions, but also for professional and academic purposes. Actions such as the Erasmus program have played a key role encouraging students to learn foreign languages. However, the introduction of English language in Spanish universities is at an initial stage. In this vein, the objective of this paper is to provide professors with specific methods to initiate themselves in this new scene outlined by the new European Credit Transfer System.
Given the challenges raised by the Bologna process referring to the necessity of developing English skills in new grades, non-English professors need to develop their abilities to introduce and assess some exercises and activities in English. This paper presents some practical cases and resources that will help professors to introduce the English language in subjects related to business management.
There are some characteristics that confer a great level of difficulty to the field of business management, such as the unstructured and complex problems, the diversity of the object under study, the big amount of variables involved, the important influence of the changing and turbulent environment or social factors. Moreover, the practical nature of this field endows the business management subjects with a great complexity.
In order to provide the professors with a guide to obtain an easy and seamless adaptation of the students curricula to the new English requirements, we introduce different types of activities in a progressive manner. So, this paper is focused on three different sections where we propose three clear stages with a differentiated method and assessment process. We intend these activities to be considered by the students as an enjoyable and fruitful experience and an interesting opportunity to improve their English and put it into practice in the business field.

Keywords:

Teaching in English, practical cases, business management subjects, Bologna process.