Abstract
Teachers in English-medium instruction (EMI) contexts have to contend with the pedagogical challenges associated with teaching academic content in a second language (L2). It has been suggested that EMI delivery may be improved through professional development (PD) opportunities. However, to ensure that PD is based on research evidence, an important first step is to explore ways in which current teacher pedagogies might be categorised based on language use. This study addresses this need by exploring differences in language use and classroom interaction as a component of EMI pedagogy. Data were collected through classroom observations (n = 85) and interviews with 21 EMI engineering lecturers at seven universities in Turkey. Pedagogical practices were compared across university types (elite, large, and small) and between lecturers. The findings revealed significant differences in terms of the proportion of L1 use and teacher-student interaction by university type, with less L1 use and interaction found in EMI classes at elite universities. Four variations of EMI implementation were identified with respect to language use and interaction. That EMI education is implemented differently across university contexts and between classes within the same department has implications for learning outcomes. The findings are discussed with respect to EMI pedagogy and professional development.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
