scholarly journals Exploring EMI lecturers’ attitudes and needs

10.29007/gjc1 ◽  
2018 ◽  
Author(s):  
Matthew Banks
Keyword(s):  
Teacher Development ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Course Design ◽  
Careful Consideration ◽  
Multiple Sources ◽  
Pedagogical Strategies ◽  
English Medium Instruction ◽  
Field Notes ◽  
University Lecturers

This paper focuses on English-medium instruction (EMI) at a Spanish public university. It reports on a mix-methods study into the attitudes and linguistic and pedagogical needs of EMI lecturers. First and foremost, the study has a practical focus and assesses lecturers’ needs and attitudes as the basis for developing an EMI training course. The study takes a “bottom-up” approach to needs assessment in order to guarantee a course that is fit for purpose. It collects data from university lecturers using multiple sources to provide empirical evidence with which to inform course design decisions. Data sources include a questionnaire, field notes from observations of EMI teaching practice, collaborative planning tutorials, lesson plans and lecturers’ reflections on EMI. The analysis of lecturers’ language use and pedagogical strategies suggests a number of areas for improvement that could enhance EMI teaching and learning. On the whole, the findings show a positive attitude towards EMI and training, but also highlight key tensions regarding attitudes towards more collaborative, learner-centred lecturing practices. It thus argues for careful consideration to be given to lecturers’ attitudes in the design of EMI teacher development courses.

scholarly journals Implementing English-medium instruction

2021 ◽  
Vol 44 (2) ◽  
pp. 129-153
Author(s):  
Kari Sahan
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
State University ◽  
Structured Interviews ◽  
Language Preference ◽  
Group Discussions ◽  
Engineering Programs ◽  
English Medium Instruction ◽  
University Department

Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

scholarly journals OnTask

2020 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Steve Leichtweis
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Course Design ◽  
Learning Experience ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Laptop Computer ◽  
Data Set ◽  
Hands On

Universities are increasingly being expected to ensure student success while at the same time delivering larger courses.  Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010).  Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale.  The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students.  This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners.  Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set.  The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design.  As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios.  References   Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.

The Change Laboratory in CLIL settings: Foregrounding the Voices of East Asian Students

2019 ◽  
Author(s):  
James Reid ◽  
Keyword(s):  
Language Learning ◽  
Research Methodology ◽  
Teaching And Learning ◽  
Course Design ◽  
East Asian ◽  
Intervention Research ◽  
Asian Students ◽  
Developmental Approach ◽  
East Asian Students ◽  
English Medium Instruction

I propose that the Change Laboratory is an underutilized intervention research methodology that can be used to foreground the voices, needs and rights of East Asian students taking English Medium Instruction classes predicated on the Western Socratic learning habitus. In particular, I relate the Change Laboratory methodology to a specific type of EMI pedagogy known as CLIL, Content Language Integrated Learning. What separates CLIL courses  from content-based language learning and other forms of EMI, is the planned integration of the ‘4Cs’ of content, cognition, communication and culture into teaching and learning practice (Coyle et al., 2010). CLIL pedagogy aims to motivate and empower students in learner-centered classrooms. However, student voices have not often been foregrounded in research. The Change laboratory (Virkkunen and Newnham, 2013) is an intervention research methodology that can empower students with regard to course design. It applies a “Vygotskyan developmental approach in real-world, collective, organizational settings” (Bligh and Flood, 2015) and is therefore in accordance with CLIL pedagogy underpinned by the constructivist ideas of Bruner, Vygotsky and Piaget. There is much potential for the Change Laboratory to be used in course design as it focuses on how “institutional forms actually unfold locally” (Bligh and Flood, 2015) and has the ability to “develop the transformative agency of marginalized voices in higher education” (Bligh and Flood, 2015). Thus, I argue that Change Laboratory interventions can reduce linguistic imperialism, or perceptions thereof, in English Medium Instruction or CLIL settings in East Asia. They can help investigate the perception of cultural habitus – Confucian and Socratic –  that may affect learning dispositions and in doing so redesign courses that better fit the needs of learners.

Using the Interactive Whiteboard to Stimulate Active Learning in School Science

2010 ◽  
pp. 102-117 ◽  
Author(s):  
Sara Hennessy ◽  
Rosemary Deaney ◽  
Chris Tooley
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
School Science ◽  
Interactive Whiteboards ◽  
Secondary Teacher ◽  
Pedagogical Strategies ◽  
Video Recordings ◽  
Field Notes ◽  
The Uk

This case study is set in the context of an extraordinarily rapid influx of interactive whiteboards in schools in the UK. The focus is on pedagogical strategies used to harness the functionality of this powerful technology to support teaching and learning in science. The study offers a vivid example of how one expert secondary teacher used the IWB technology and other digital resources to support “active learning” about the process of photosynthesis by a class of students aged 14-15. Collaborative thematic analysis of digital video recordings, teacher diary, field notes and post-lesson interview data from a sequence of six lessons yielded detailed, theorized descriptions of the teacher’s own rationale. The chapter concludes by highlighting a multimedia resource produced as an outcome of this case study in order to support professional development of practitioners working in other contexts.

scholarly journals Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development

2020 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Joko Nurkamto ◽  
Teguh Sarosa
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
English Teachers ◽  
Reflective Teaching ◽  
Intensive Training ◽  
Teacher Professional ◽  
Field Notes

<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used as the main data collection method. From this program, it was found that the English teachers encountered plethora of challenges in developing reflective practice due to their lack of understanding of reflective teaching. However, the teachers show an improvement in implementing reflective teaching strategies after their participation in the training. Recommendations to include reflective practices in teacher professional development programs is drawn based on the findings.</p>

scholarly journals What makes lecturers in higher education use emerging technologies in their teaching?

2013 ◽  
pp. 345-358
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Emerging Technologies ◽  
Learning Technologies ◽  
Effective Learning ◽  
The Face ◽  
University Lecturers ◽  
And Control

What makes lecturers in higher education use emerging technologies in their teaching? From the literature we know that lecturers make use of teaching and learning technologies in response to top-down initiatives, and that some also initiate bottom-up experiments with their own teaching practice, driven by both pragmatic and pedagogical concerns. This study is particularly interested in what motivates lecturers to try emerging technologies – those teaching and learning technologies that are new, or are used in new ways, or in new contexts to change teaching practices. This paper analyses the responses of university lecturers in South Africa, who use emerging technologies in their teaching, to a national survey which asked what motivates their practice. The rationales that lecturers use to explain their practices include a mix of pedagogic concerns, pragmatism and external imperatives. These rationales speak to common higher education discourses: effective learning, the welfare of students, and oversight and control; efficiency in the face of the conditions of higher education; as well as the external “imperatives” of the knowledge economy and labour market. Alongside these a discourse of empowerment emerged, including resourcefulness in under-resourced contexts, and creative individual responses to higher education challenges. Such discourses seem to imply that lecturers who engage with emerging technologies are asserting themselves creatively and claiming a more positive positioning in the challenging landscape of modern higher education.

scholarly journals A review of empirical research on ICT applications in teacher professional development and teaching practice

2021 ◽  
pp. 1-20
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Rapid Development ◽  
Information And Communication ◽  
Teacher Professional

The rapid development of information and communication technology (ICT) has been increasingly changing the ways of teaching and learning and teacher development. While the literature shows a proliferation of studies exploring various issues of applying ICT in teacher development and teaching practice, there is a lack of overview of the literature in this field. This study aimed to address the gap by reviewing the literature in two themes: (1) ICT in teacher professional development (TPD), and (2) ICT in teaching practice. Six journals of a high impact in the field of teaching and teacher education were selected, from which 85 articles involving ICT applications and published from 2013 to 2019 were identified. Among them, 18 empirical articles highly relevant to the two themes were analysed. The content analysis of these publications identified a set of specific ICT applications in TPD and in teaching practice. Moreover, the analysis revealed the key features of these ICT applications in terms of their functions, their effects on teaching and teacher development, the factors influencing their applications, and the problems in existing applications.

scholarly journals Impact of Informed Course Design and Data-Driven Course Improvement on Student Learning

2013 ◽  
Author(s):  
Suzanne Kresta
Keyword(s):  
Test Performance ◽  
Teaching And Learning ◽  
Best Practice ◽  
Teaching Practice ◽  
Course Design ◽  
Cognitive Change ◽  
Cognitive Domain ◽  
Large Classes ◽  
Energy Balances ◽  
The Impact

Can the impact of improved teaching practice (pedagogical change) be measured? The author presents results from a 17 year study of a second mass and energy balances course where the impact of teaching on cognitive change is dramatic – and at the same time insufficient. The effects of teaching and examination design on student test performance are contrasted with observations of cognitive domain behaviors, long term affective domain impact, student admission averages, and instructor workload and satisfaction in teaching large classes. The use of industrial best practice standards as a teaching and learning tool is discussed. The main conclusion is that cognitive domain changes may not be measurable in the short term, but they can be very significant over a long period of continuous improvement. A case is made for identifying courses which require advanced teaching skills (mastery courses), and mentoring those courses through various generations of instructor growth and development.

A critical look at teacher development for English-Medium Instruction

2019 ◽  
Vol 9 (2) ◽  
pp. 263-287
Author(s):  
Joan Catherine Ploettner
Keyword(s):  
Teacher Development ◽  
Interdisciplinary Collaboration ◽  
Local Level ◽  
First Language ◽  
Language Services ◽  
English Medium Instruction ◽  
University Lecturers ◽  
Participation Frameworks ◽  
Teacher Trainer

Abstract Widespread incorporation of English Medium Instruction (EMI) in higher education has created the need for teacher development initiatives (EMITD) to prepare university lecturers whose first language is not English to teach their content subjects in English. The planning and implementation of such initiatives has frequently been assigned to university language services and the language specialists that collaborate with them. Existing research provides information regarding planned EMITD initiatives, yet there is little research exploring how planned programs are interpreted and implemented in interaction. Such information is vital for quality assessment and for ongoing development. This conversation analysis-informed case study contributes direct evidence regarding how a planned EMITD process is implemented in interaction. Video-recorded interactional data from an EMITD process at a Catalan university are analysed. Participation and notions of interdisciplinary collaboration frame analysis of negotiation sequences. The findings reflect significant modification of the originally planned collaborative process and the roles of participants and the co-construction of participation frameworks that do not support interdisciplinary collaboration. These findings suggest the importance of examining EMI training processes on a local level to better inform future EMITD initiatives and the need for development of training initiatives for EMI teacher trainer-mentors on the part of university language services.

scholarly journals Teacher Trainers' Perspectives and Practices Regarding Written Corrective Feedback in L2 Writing: A Mixed-Methods Study in a Venezuelan University

2017 ◽  
Vol 1 (1) ◽  
pp. 46-56
Author(s):  
Evelin Suij-Ojeda
Keyword(s):  
Teacher Development ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Corrective Feedback ◽  
Subject Area ◽  
Language Models ◽  
Exploratory Research ◽  
Written Corrective Feedback ◽  
Teacher Trainers

This study takes place at a university in Venezuela where Spanish is the first language. The participants are teacher trainers on a five-year program in a subject area called English Practice, where future English language teachers develop their language skills. Adopting an interpretive stance by examining qualitative and quantitative data gathered from two online questionnaires, this exploratory research aims to explore the practices and beliefs teacher trainers have regarding written corrective feedback (WCF) on their learners’ writing in English. The findings reveal that trainers use more than one WCF strategy, favouring the use of codes and the provision of the correct form; the trainers report they aim to correct all errors encountered in their students’ written productions since they think it improves learners’ grammar accuracy while raising their language awareness. Data demonstrate that trainers WCF beliefs are influenced by previous experiences as language learners, institutional guidelines, views of second language teaching and learning and teacher development programs. Results show that trainers believe they should adopt a more rigorous WCF approach with pre-service teachers than with other learners due to the fact trainees are regarded as prospective language models who need to avoid errors in their future teaching practice.

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