English-medium Teaching Research Articles

“I Have More Courage Now”: Students’ Perceptions of Content Learning and the Development of Their English Self-Concept during the Pre-DP Year

This study investigates students’ (n = 30) experiences of the pre-Diploma Programme (pre-DP) year in Finland. We examined how the students perceived the impact of English-medium teaching on their content learning, how their English self-concept had evolved during the year and what factors had contributed to this. The data were collected by initial and follow-up questionnaires and semi-structured interviews. The students’ content learning had become easier during the year. In addition, the students had a relatively strong English self-concept already when entering the pre-DP and it had further strengthened during the year. Oral skills were the area that the students highlighted as having improved the most. Becoming used to using English and peer influence were cited as the main factors contributing to this. The study provides important preliminary insights into students’ experiences of learning through a foreign language in the pre-DP year in relation to content learning and English self-concept.

L1 content adaptations and English language teaching at tertiary level: Case of EFL learners at Tlemcen University

The Algerian reforms in higher education have shifted from the communicative approach towards the Competency-Based Instruction and the role of the teacher has changed to someone who caters to his learner's needs. On the other hand, the Englishization process of Algerian higher education obliged subject matter teachers in different fields to learn English, which is considered a foreign language in Algeria. This exploratory research paper strives to present the findings of a study measuring the success of English Medium lectures relying on L1 content adaptations. In other words, this study examines the adapted English lectures’ content taught to students belonging to the Department of Political Sciences studying at Tlemcen University, to investigate which changes, if any, accompany the linguistic shift from L1 to English-medium teaching. It takes into account our target population, which is represented by 50 Master One Public Administration students who belong to the University of Tlemcen. Two research instruments were used in this study: an achievement test and a questionnaire. The analysis revealed the learner's good quality output and positive response to the Learning Oriented Assessment (LOA) model.
 Keywords: Content adaptations; Englishization; integrated content and language; learning-oriented assessment ; political sciences.

Content adaptations in English-medium instruction: Comparing L1 and English-medium lectures

While lecturers' teaching practices continue to be a focal point of English-medium Instruction (EMI) research, contrastive studies between EMI and L1 lectures remain extremely scarce. The present study addresses this research gap by analyzing five sets of matching L1 and English-medium lectures given in different disciplines at three Italian universities. Each set of lectures is given by the same lecturer, about the same topic. Thus, the study, closely examines the lectures’ content in order to investigate which changes, if any, accompany the linguistic shift from L1 to English-medium teaching. The investigation focuses mainly on quantity and organization of content; nonetheless, other variables (such as speech rate, questions, language alternation), which can play a relevant role towards the organization of the lecture, are also considered. The analysis reveals a high correspondence of the core topics addressed in the lecturers; however, significant differences in the way such knowledge is conveyed are also observed. Such differences are grouped into three categories: differences in content quantity, differences in content selection and differences in rhetorical devices used.

STUDENTS' PERSPECTIVE AND EXPERIENCE ON THE USE OF ENGLISH AS MEDIUM OF INSTRUCTION IN INTRODUCTION TO BUSINESS CLASS: A QUALITATIVE INTERVIEW STUDY

As higher education institutions strive to become increasingly international, English-medium teaching has become a main concern to develop students’ English proficiency in preparing them for international competition. Therefore, this study aims to investigate students’ perceptions and experience on a program called PEBUC. It is a program devised by the Faculty of Economy at Universitas Advent Indonesia (UNAI) in which the concept is derived from English Medium Instruction (EMI). It is a qualitative interview study, used to assess people’s experience, perceptions, behaviors and other aspects. Semi-structured interview was implemented to 10 informants who had experienced taking the program. The findings of this study showed two themes emerged on how students perceived the program; those themes are Promote Thinking-learning system and Stimulate Learners’ Engagement. Furthermore, there are two themes that characterize the experience of informants on the program; which are, Enhance recognition of English Language and Self-regulated learning. Meanwhile regarding the needs of program development there are two themes emerged: Learning Resources and Analysis on Students’ Prerequisites. All themes emerged from obtained sub-themes.

Exploring college English teaching of rhetorical knowledge: A Legitimation Code Theory analysis

Despite a voluminous literature addressing English language teaching, the explorations focused on knowledge-building are rather limited in number. This is particularly the case with China’s tertiary English education. Unlike existing research, this study investigated Chinese college English teachers’ knowledge-building about rhetorical figures by drawing on the ideas of Autonomy and Semantics in Legitimation Code Theory. Designed as sequential mixed-method research with a development purpose, the study takes as its analytical data the pedagogic discourse generated in the finals of China’s National College English Teaching Context. It was found that the knowledge practices about rhetorical figures vary, for one thing, in their likelihood of shifting to introjected codes and returning to the initial sovereign code and the motivations for their possible drift into exotic codes; and for another, in whether they are unpacking-oriented, repacking-oriented, or unpacking-and-repacking-integrated. With this, the study demonstrated how varied knowledge practices in English language teaching or English-medium teaching can be portrayed, distinguished and explicated in terms of autonomy and semantic code shifts and by reference to their display of autonomy pathways and semantic profiles. The study also makes contributions by actualizing the perspectival complementarity between Autonomy and Semantics in describing and interpreting pedagogic practices, shedding light on the design and improvement of knowledge-building in both English language teaching and disciplinary teaching, and highlighting the necessity of developing non-native English teachers’ metalinguistic awareness of Legitimation Code Theory and systemic functional linguistics.

The Vision of a Christian Higher Education for India: 200 Years of Serampore College History

ABSTRACTThe two hundred years of Serampore College history have been marked by ambiguities that can be traced back to the vision of its founders. The College was intended to be an institution that would train Christian Indians as missionaries to their own people – yet it was also committed from the outset to the admission of non-Christian students. The original basis of its curriculum was to be Sanskritic learning, but student demand pushed the College towards an emphasis on English-medium teaching. The vision of the College was an ecumenical one from the beginning, but in practice the Baptist Missionary Society found few partners willing to shoulder the burden of an expensive institution. Serampore aimed to teach both Christian theology and European science in a synthesis that proved hard to maintain in a secular age. Despite these challenges, the College has survived and made a lasting contribution to theological education in India.

English Medium-Instruction as a Way to Internationalization of Higher Education in Kazakhstan: An Opinion Survey in the Innovative University of Eurasia

Abstract This article presents the results of a survey conducted in the Innovative University of Eurasia (InEU) about the necessity of implementing English as a medium of instruction (EMI) at the baccalaureate and master’s degree levels. It describes the findings obtained through semi open-ended questionnaires and interviews with two focus groups: InEU administration members and faculty representatives. The data collected suggest a rather positive general attitude of the respondents of both groups to English-medium instruction at the university, a special emphasis being made on the global status of English and internationalization of education. However, the majority of respondents raised concern about the impact of English-medium teaching on the quality of subject learning since it depends on an English proficiency level of both students and teachers and their motivation to study/teach in English. The survey data also indicate other important issues connected with teaching-in-English implementation at the university, such as finance, the pace of implementation, preparedness of students and teachers, support structures and incentives.

The English-medium paradigm: a conceptualisation of English-medium teaching in higher education

ABSTRACTThe discourse on English-medium teaching in higher education uses several terms and concepts to describe practices, very often synonymously. This contribution aims to fill the research gap of a conceptualisation of English-medium teaching in higher education. It will identify relevant approaches and their corresponding terminology, as well as clarify which approaches are most suitable for higher education. Given that the past decades have seen a substantial rise in the use of English as a teaching language in European compulsory schooling [Dalton-Puffer, C. 2011. “Content and Language Integrated Learning: From Practice to Principles?” Annual Review of Applied Linguistics 31: 182–183], the paper will also draw parallels between the secondary and the tertiary levels of education. At the same time, it will also be shown why insights drawn from research conducted in secondary education cannot simply be transferred to the tertiary level of education.The main focus of the paper is on the ‘English-medium Paradigm,’ a framework created to identify prevalent instructional types in English-taught programmes at universities in non-Anglophone countries [Unterberger, B. 2014. “English-medium Degree Programmes in Austrian Tertiary Business Studies: Policies and Programme Design.” Dissertation, University of Vienna, 45–52]. The paradigm is based on terminological and conceptual considerations gained from the critical discussion of English for specific purposes, English for academic purposes, Content and language integrated learning and English-medium instruction literature [e.g. Bhatia, V. K. 1993. Analysing Genre: Language use in Professional Settings. London: Longman; Hyland, K. 2006. English for Academic Purposes: An Advanced Resource Book. London: Routledge; Dalton-Puffer, C. 2007. “Academic Language Functions in a CLIL Environment.” In Diverse Contexts - Converging Goals: CLIL in Europe, edited by D. Marsh, 201–209. Mehrsprachigkeit in Schule und Unterricht 6. Frankfurt am Main: Lang; Dafouz, E., and U. Smit. 2014. “Towards a Dynamic Conceptual Framework for English-medium Education in Multilingual University Settings.” Applied Linguistics. doi:10.1093/applin/amu034]. The paper therefore provides a timely conceptualisation of the varieties of English-medium teaching in higher education which also takes into account pedagogical considerations as well as implications for curriculum design.

An update on the study abroad experience: language choices and social media abroad

ABSTRACTWhile growing numbers of university students study abroad in different European countries, little is known about the communicative practices facilitated by this exchange situation in an increasing globalised world. The present study aims to describe the language-related practices of 37 Erasmus students in Donostia-San Sebastián, Spain. We used a questionnaire to tap into the students’ routines regarding their use of social media, mass media, resources for study or work, and face-to-face interactions. Specifically, we wanted to find out how often these students used these different forms of communication and which language they used: their native language, Spanish or English. Results show that social media platforms such as Facebook or Skype are used in students’ native language more often than in Spanish or English. WhatsApp, however, is equally used in the three languages, which may point to the creation of an international multilingual community. Traditional sources of input, such as newspapers, TV, and radio, have a reduced presence in any language. Finally, the predominance of English in academic tasks points to the Englishisation of higher education [Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1–14]. These findings have significant implications for pedagogical interventions and the design of materials for language teaching abroad.

A Case Study of Chinese College Students’ Attitudes Toward Only English-Medium Teaching in EFL Classrooms

Facing the current situation that Chinese students are poor in English productive ability, the mode of only English-medium teaching is put forward to completely improve students’ English abilities and comprehensive competence by creating second language acquisition atmosphere. Since few studies have been conducted on students’ attitudes toward only English-medium teaching in ELT classrooms especially from the perspective of students themselves, this paper, through questionnaires and interviews, focuses on students’ attitudes to figure out their preferences, evaluations and suggestions of teaching modes, and further discusses the practical application of only English-medium teaching in EFL classrooms from five respects: teaching purpose, course design, teacher’ qualification, students’ language level and teaching effect. It is concluded that only English-medium teaching is not of popularity among students giving their own English levels and the advancement of only English-medium teaching quality depends on the qualified teachers and suitable courses. Keywords: English teaching, Teaching effect, Teacher qualification, Students’ language level, Course design

Fine-tuning language policy in Hong Kong education: stakeholders’ perceptions, practices and challenges

The present study evaluates the impact of the fine-tuning medium of instruction (MOI) policy in Hong Kong in the early stages of its implementation. It explores the key stakeholders’ perspectives on a school-based policy via a case study, which gathered multiple sources of qualitative data (i.e. focus groups/interviews, open-ended questionnaires, school documents and lesson observations). The findings reveal that the increased amount of English-medium teaching encouraged by the new policy has led to the emergence of numerous controversial pedagogical and practical issues, many of which resemble those also occurring in bilingual education programmes worldwide. The evidence suggests that the school-based MOI policy and practices have only benefited the more capable students but sacrificed the interests and learning needs of less able students. The paper, therefore, highlights the need to inform local teachers and administrators on how to confront these difficulties based on their own experience so as to maximise the effectiveness and learning outcomes of the majority of the students.

IN SEARCH FOR GOOD PRACTICES IN MULTILINGUAL EDUCATION: COMPARISON OF MULTILINGUAL UNIVERSITIES’ MODELS

Multilingualism in European higher education is closely connected with issues of quality and attractiveness of tertiary education in many European countries, especially in the countries and regions whose geographical locations and historical backgrounds have greatly shaped their multilingual and multicultural identities. Universities in such regions may be considered as effective examples of how multilingualism can be supported at the higher education level administratively, academically, socially, etc. Multilingualism is viewed broadly – it does not only imply the knowledge of a mother tongue and mastery of the English language but also the knowledge of languages of neighbouring countries and languages of ethnic minorities. Hence, today universities’ concerns are connected with implementing multilingual educational models not limited to bilingual programmes focused on English medium teaching. The aim of this paper is to present the trilingual educational model of Narva College of the University of Tartu in comparison with other European multilingual universities’ models (Switzerland, Finland, Italy, and Luxembourg) and to discuss nowadays tendencies in their development. The Narva College’s model pays special attention to the support of multiculturalism and national identity, to students’ counselling and creating necessary pre-conditions for achieving language mastery at higher levels in three languages, it also values the role of cooperation with the community at all possible levels and in a variety of forms and formats. DOI: http://dx.doi.org/10.7220/2335-2027.4.6

Learning Affordances in Integrating Content and English as a Lingua Franca (‘ICELF’): on an Implicit Approach to English Medium Teaching

This contribution focuses on classroom discourse, and student evaluations thereof, in a specific tertiary EMT (English-medium teaching) setting. This is done by drawing on a rich, triangulated and longitudinal data base, comprising classroom interactional and ethnographic data that cover the whole duration of an international, four-semester English-medium hotel management programme (HMP) set in Vienna, Austria. On the basis of the discursive nature of learning it is argued that, in spite of the absence of any explicit language learning aims, the classroom discourse affords (language) learning spanning the functions of English as language for international hospitality purposes and of English as the lingua franca of the HMP community. Building on the recent discussions of EMT instructional types and of English used as a lingua franca in the international classroom, it is argued that the HMP represents a case of ‘implicit ICELF (integrating content and English as a lingua franca)'.

English-medium teaching in Korean higher education: policy debates and reality

This study critically examined the effectiveness of English medium instruction (EMI) policy within the context of Korean higher education, putting a special focus on its implementation strategy. The data for this study were mainly drawn from student opinion surveys and focus group interviews conducted by the CTL (Center for Teaching and Learning) at KU. The research teams also carried out supplementary interviews with both professors and students. The results indicate that, although the EMI policy seems to have produced, in general, positive outcomes (i.e., with the overall satisfaction level with EMI or its overall effectiveness in improving students’ English proficiency), the compulsory enforcement of EMI without regard to students’/instructors’ language proficiency, the lack of a much-needed support system and appropriate instructors to conduct EMI classes, and the unilateral implementation of EMI across academic disciplines have brought about a number of side effects. Based on these findings, the study recommends for future EMI policy implementation (1) a more flexible approach, considering students’ language proficiency and career plans and the characteristics of various academic disciplines and (2) more thorough preparation to implement the EMI policy (i.e., examination of the human and financial resources available for the institution concerned).

English-medium teaching in European higher education

In the global debates on English as international lingua franca or as ‘killer language’, the adoption of English as medium of instruction in Higher Education is raising increasing concern. Plurilingualism and multilingualism are embedded in the official policies of the European Union and Council of Europe, and the Bologna Process for harmonizing Higher Education promises ‘proper provision for linguistic diversity’. But even enthusiasts acknowledge the problems of implementing such policies in the face of an inexorable increase in the use of English. This survey draws on the most recent and sometimes disparate sources in an attempt to paint a comprehensive and up-to-date picture of the spread of English-medium teaching in Europe's universities. The article sets the changes in the context of accelerating globalization and marketization, and analyses the forces which are driving the adoption of English, and some of the problems which accelerating ‘Englishization’ of European Higher Education might create.

Language teaching

The acceptance and encouragement of plurilingualism and multilingualism are now central to the official language policies of the European Union and Council of Europe, and – as James Coleman points out in this issue's state-of-the-art article on English-medium teaching in European higher education – the process which began in Bologna to provide for more convergence across higher education promises ‘proper provision for linguistic diversity’. In his survey, Coleman first describes the global context in terms of the spread of English as a lingua franca and of the way higher education is now being marketed. He then explores the reasons for English-medium teaching in higher education institutions across Europe and considers the extent of the phenomenon, its impact and some of the problems such policies might bring.Recent advances in brain-imaging techniques such as PET (positron emission topography) and fMRI (functional magnetic resonance imaging), and the detailed detection of electrical activity (electroencephalography and event-related potentials), particularly within the brain of the bilingual, are providing exciting new insights into the neurobiological factors that explain and influence L2 development. This issue sees the inclusion of a new section of abstracts, identifying research under the broad category of NEUROLINGUISTICS, where readers can follow theoretical, methodological and experimental work on the relationship between neurolinguistics, psychology and second language acquisition which usefully complements traditional sources of knowledge such as classroom experiences and classroom-based research.