Abstract : Integrating Content and Language in Higher Education (ICLHE2), or Engl ish Medium Instruction (EMI), is the current focus of interest for many researchers nowadays. Some of theses studies aim at exploring learning and teaching processes and beliefs (Fortanet-Gómez, 2013, Jiménez-Muñoz & Lahuerta-Martínez, 2019) or at the effectiveness and satisfaction of Course Management Systems (CMS) (Chung & Ackerman, 2015; Damnjanovic, Jednak, & Mijatovic, 2015) but, as far as we know, no research to date involves the use of the activities and resources provided by Moodle in face to face ICLHE contexts. In classrooms today, teachers deal with both digital and traditional genres that have been digitalized and shared through diverse channels to reach their prospective audience. The main concern of this study is to analyse how ICLHE teachers in business-related degrees use Moodle. Our results may be conditioned by the fact that the research took place during the coronavirus crisis. Despite that, we hypothesize that ICLHE teachers may use the e-learning platform in a different way as compared to teaching in the students’ L1 (Spanish/Valencian). We have analysed the Moodle platforms of 5 subjects (4 EMI and 1 English for Specific Purposes (ESP)) inbusiness-related degrees, following our own taxonomy in order to classify the different resources and activities on the platform, and to define their purpose and use during the course. In this analysis, we have observed how teachers use the Moodle platform considering that these subjects are taught in English as an additional language. The analysis has been complemented by interviews with the teachers.
