Language focused episodes by monolingual teachers in English Medium Instruction science lessons

2021 ◽  
Keyword(s):  
Monolingual Teachers ◽  
English Medium Instruction

Language focused episodes by monolingual teachers in English Medium Instruction science lessons

2019 ◽  
Vol 7 (2) ◽  
pp. 166-191 ◽  
Author(s):  
Jiangshan An ◽  
Ernesto Macaro ◽  
Ann Childs
Keyword(s):  
Narrow Range ◽  
School Curriculum ◽  
Language Instruction ◽  
Bilingual Teachers ◽  
High School Curriculum ◽  
Foreign Teachers ◽  
Technical Vocabulary ◽  
Monolingual Teachers ◽  
English Medium Instruction ◽  
L1 And L2

Abstract This study is situated in a newly emerging EMI setting in China where an Anglophone high school curriculum is taught by predominantly foreign teachers through English to local Chinese students. These teachers are termed ‘monolingual teachers’ in the sense that they cannot use the students’ L1 as a resource in their teaching should they wish to, as opposed to the typical bilingual teachers commonly explored in the existing EMI literature. Through quantitative and qualitative analysis of 30 video-recorded EMI science lessons taught by 15 monolingual teachers we identified and explored the language-focused-episodes (LFEs) where students’ attention was explicitly diverted from the content plane to the language plane. We found very limited explicit language instruction, with non-technical vocabulary being the main type of LFEs, and only a narrow range of grammatical features being attended to. The implications for this lack of focus on language are discussed in the context of monolingual teachers but also with reference to the potential for bilingual teachers to use both L1 and L2 for LFEs.

Uncovering English-Medium Instruction

2016 ◽  
Author(s):  
Branka Drljača Margić ◽  
Irena Vodopija-Krstanović
Keyword(s):  
English Medium Instruction

Tolerance and Control. Developing a language policy for an EMI university in Uzbekistan

2020 ◽  
Vol 34 (1) ◽  
pp. 217-237
Author(s):  
Andrew Linn ◽  
Anastasiya Bezborodova ◽  
Saida Radjabzade
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Control Measures ◽  
The Other ◽  
Language Policies ◽  
Language Ecology ◽  
English Only ◽  
English Medium Instruction ◽  
The One ◽  
And Control

AbstractThis article presents a practical project to develop a language policy for an English-Medium-Instruction university in Uzbekistan. Although the university is de facto English-only, it presents a complex language ecology, which in turn has led to confusion and disagreement about language use on campus. The project team investigated the experience, views and attitudes of over a thousand people, including faculty, students, administrative and maintenance staff, in order to arrive at a proposed policy which would serve the whole community, based on the principle of tolerance and pragmatism. After outlining the relevant language and educational context and setting out the methods and approach of the underpinning research project, the article goes on to present the key findings. One of the striking findings was an appetite for control and regulation of language behaviours. Language policies in Higher Education invariably fall down at the implementation stage because of a lack of will to follow through on their principles and their specific guidelines. Language policy in international business on the other hand is characterised by a control stage invariably lacking in language planning in education. Uzbekistan is a polity used to control measures following from policy implementation. The article concludes by suggesting that Higher Education in Central Asia may stand a better chance of seeing through language policies around English-Medium Instruction than, for example, in northern Europe, based on the tension between tolerance on the one hand and control on the other.

scholarly journals Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

2020 ◽  
Vol 10 (1) ◽  
pp. 73-91
Author(s):  
Joseph Siegel
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Student Body ◽  
University Campuses ◽  
Student Comprehension ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Low Levels ◽  
Effectiveness And Efficiency ◽  
The Impact

AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

scholarly journals Cultural and linguistic struggles and solidarities of Emirati learners in online classes during the COVID-19 pandemic

2021 ◽  
pp. 147821032110248
Author(s):  
Sarah Hopkyns
Keyword(s):  
United Arab Emirates ◽  
Teaching And Learning ◽  
Relative Deprivation ◽  
Online Classes ◽  
Video Cameras ◽  
Gendered Space ◽  
Marginalized Learners ◽  
English Medium Instruction ◽  
Qualitative Phenomenological ◽  
Almost All

The ongoing global COVID-19 pandemic has caused unprecedented shifts in higher education worldwide, with some nations more adversely affected than others. Since the onset of the crisis, almost all education abruptly moved to ‘emergency remote teaching and learning’. While the United Arab Emirates has been praised for its swift and effective responses, unique cultural and linguistic dynamics in this region present additional challenges for teaching and learning. This article presents empirical data from a qualitative phenomenological case study investigating female Emirati university students’ ( n = 69) perspectives on the use of video cameras and microphones in online classes. Students’ reflective writing and researcher observations in autumn 2020 revealed discomfort using video cameras and microphones due to a range of cultural and linguistic factors. Such factors include Islamic beliefs relating to modesty, home as a gendered space, noise considerations, concerns about privacy, struggles with language in their English-medium instruction university and fear of judgement from peers. Data are interpreted thematically using intersectionality together with Goffman’s theories of everyday interaction, stigma and relative deprivation, through which complexities of learner identities are explored. Practical suggestions are made on ways to adapt online learning to better suit the cultural and sociolinguistic realities of periphery and Global South contexts. It is argued that greater efforts need to be made toward inclusion of marginalized learners during the COVID-19 period.

Predictors of English Medium Instruction academic success: English proficiency versus first language medium

System ◽  
2020 ◽  
Vol 95 ◽  
pp. 102378
Author(s):  
Samantha Curle ◽  
Dogan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay
Keyword(s):  
Academic Success ◽  
English Proficiency ◽  
First Language ◽  
English Medium Instruction
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