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At the Crossroads of TESOL and English Medium Instruction
The connection between TESOL and English-medium instruction (EMI) may appear at first to be somewhat tenuous. After all, teaching English to speakers of other languages is typically accomplished through deliberate, form-focused instruction. On the other hand, EMI presupposes and is enabled by the ability of all participants (e.g., teachers, students, administrative staff) to use English as a lingua franca. Yet if EMI and TESOL are not obvious companions they can exist in a very natural symbiosis, and can potentially inform each other, both in research and in practice. The authors illustrate this first by examining definitions of EMI, and then contrasting them with an analysis of the characteristics of research studies which situate themselves in the area of EMI. After this opening analysis, they introduce the contributions in this special issue as case studies for the opportunities existing for cross-pollination between TESOL and EMI. The authors conclude by arguing that the rapid growth of EMI means that it will be an increasingly important factor in the future, and therefore these connections need not only to be understood, but to be exploited more fully, for the mutual benefit of transnational education and TESOL. (Verlag, adapt.).
Journal Article
Disciplinary differences in the use of English in higher education
In post-Bologna Europe, there has been a noticeable increase in English-medium instruction. In this article we take the case of Sweden as an illustrative example of the wider disciplinary issues involved in changing the teaching language in this way. By 2008 the use of English in Swedish higher education had risen to such an extent that it had to be regulated at the governmental level and through university language policies. Such policies have attempted to provide generalised pragmatic guidelines for language use across educational programmes. In this paper we argue that such general policies fail to take into consideration fundamental disciplinary differences and their potential impact on language use. We present a theoretical argument about the knowledge structures of disciplines, relating these to the disciplinary literacy goals of educational programmes. We then illustrate our argument using data from an extensive survey carried out at a major Swedish university. We conclude that the disciplinary variation in the use of English can be seen as a product of different knowledge-making practices and educational goals. This conclusion problematises \"one-size-fits-all\" language policies which only deal with general features of language use and do not allow for discipline-specific adjustments.(HRK / Abstract übernommen).
Journal Article
A Practical Study of Information Technology Facilitating Interactive Teaching in College English Classrooms
In this paper, the improved Flanders Interaction Analysis System (OFIAS) is used as an information technology-facilitated interaction analysis system for teaching English in English classrooms on a diverse online platform, and the iFIAS-held coding system is used to record classroom teaching and learning interaction behaviors. Leary’s interaction theory was combined with the QTI questionnaire tool to explore classroom teaching interaction behaviors in an information technology environment. A conceptual map and application path for the English interactive teaching model on a diversified online platform are proposed based on the judgment criteria of information technology-enabled interactive teaching. Afterwards, three teaching practices based on the model were conducted, and the satisfaction of the practice results was investigated. The results show that the use of multivariate online platform interactive teaching can increase the teacher’s encouraging evaluation (30.14%), lecture (21.06%), and operational demonstration content (15.27%) for students, and improve the students’ ability of active learning and thinking while motivating them to actively answer questions and participate in classroom interactions. After practicing interactive English teaching on multiple online platforms, the number of teachers participating in the behavioral interaction effect will decrease to 33.91%, while the number of students participating will increase to 64.34%. Furthermore, 80.51% of the students were content with the teaching process, 96.22% had a positive attitude towards the model, and more than 85% had a fondness for and desire to continue using the model in their studies.
Journal Article
Principles and Practices of Teaching English as an International Language
This book critically examines current ELT practices visàvis the use of English as an international lingua franca. It bridges the gap between theoretical discussion and the practical concerns of teaching English as an international language, and presents diverse approaches for preparing competent users of English in international contexts.
eBook
Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use
The 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.
Journal Article