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.
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