English-medium instruction classes in higher education are increasing in countries where English is not the first language. Though these courses offer advantages, they also offer concerns and challenges. One of these challenges is creating a rapport between a teacher and students who are working in a language that is not their own. Rapport is important because it has been linked to academic performance. This study explored possible differences in rapport between two groups of students who were taking a class on Communications Research at a Mexican university. One group took the class in their native language, Spanish, and the other one took the class in English. The teacher, the programme, and the materials were identical in both cases; they only differed in the language of instruction. The study is qualitative in the ethnographic tradition. Videos of classroom interactions were used as a data source, which were analysed and coded. Codes were based on rapport-building activities. The teacher’s log and the nine-item Student-Instructor Rapport scale complemented the study. The videos showed evidence of rapport-building activities in both the Spanish and English groups. The results of the scale showed that the students in the English group perceived a stronger rapport between the instructor and the students, than those in the Spanish group.

Learning English is becoming increasingly important around the world. However, the gap in the quality of language studies between different types of institutions is also growing. Thus, this study aims to explore the variables which may lead to better learning of the English language. The study is quantitative; the sample is 897 students entering a private university. A Multiple Linear Regression and an ANOVA were applied. The results show that the variables: hours of instruction, type of school, and frequency of reading in the second language impact on a greater score in an English language placement test. A significant difference was observed among variables which measure students’ perception of their language abilities and the test score.

Education is a key aspect for wetland conservation. Education-based research is urgently required in wetland ecosystems worldwide. International cooperation in research and sound ecotourism initiatives are key to promote wetland conservation on a global scale. In the current investigation, we explore key lessons that can be learned by teaching ecotourism in Santa María del Lago, Cordoba, and Guaymaral wetlands in Bogotá, Colombia. We focus on seven ecotourism-related components associated with environmental and educational aspects. We analyze these components and generate key lessons for teaching ecotourism in wetland ecosystems. These lessons can serve as an example for the creation of similar courses in other contexts.