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Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials
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In: ISSN: 0346-251X ; System ; https://hal.archives-ouvertes.fr/hal-03521668 ; System, Elsevier, 2022, 105, pp.102727. ⟨10.1016/j.system.2022.102727⟩ (2022)
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Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School
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In: Sustainability; Volume 14; Issue 4; Pages: 2168 (2022)
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"El inglés me hizo sentirme orgulloso de mí mismo" : La evolución de las identidades imaginadas de los estudiantes de Grado de Educación Primaria en inglés
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EMI and the Teaching of Cultural Studies in Higher Education: A Study Case
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| 5 |
English as a Medium of Instruction in Learning Professional Skills for Engineers
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Training teachers of English as a medium of instruction: The use of metadiscourse devices
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 177-192 (2022)
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MEDIZINISCHES ENGLISCH LERNEN DURCH AUTHENTISCHE FILME: EXTRA-SPRACHLICHE FAKTOREN, DIE ZUM STUDIUM DER MEDIZINISCHEN TERMINOLOGIE BEITRAGEN ...
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MEDIZINISCHES ENGLISCH LERNEN DURCH AUTHENTISCHE FILME: EXTRA-SPRACHLICHE FAKTOREN, DIE ZUM STUDIUM DER MEDIZINISCHEN TERMINOLOGIE BEITRAGEN ...
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Bilinguals’ Emotion and Language: An Exploratory Study of Korean-English Bilinguals’ Experience of and Expression of Shame ...
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A Phenomenological Study of How Black South African University Students Experience Cultural Identity in an English-medium Instruction Context
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In: Doctoral Dissertations and Projects (2021)
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Towards a Sustainable Classroom Ecology: Translanguaging in English as a Medium of Instruction (EMI) in a Finance Course at an International School in Shanghai
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In: Sustainability ; Volume 13 ; Issue 19 (2021)
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| 13 |
Study Abroad in Sweden: Japanese Exchange Students’ Perspectives of Language Use in University EMI Courses
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In: Languages; Volume 7; Issue 1; Pages: 3 (2021)
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| 14 |
EMI in non-linguistic courses in Chinese Higher Education : stakeholders' perceptions and learning outcomes
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| 15 |
Alternation between L1 (Italian) and L2 (English) in Three CLIL and EMI Contexts
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Costa, F. (orcid:0000-0002-5478-9575). - : Cambridge Scholars Publishing, 2021. : country:GBR, 2021. : place:Newcastle Upon Tyne, 2021
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| 16 |
EMI Stakeholders and Research in the Italian Context. Moving Towards ICLHE?
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Costa, F. (orcid:0000-0002-5478-9575). - : Bozen University Press, 2021. : country:ITA, 2021. : place:Bolzano, 2021
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| 17 |
Can you see what I mean? A multimodal approach to interactional competence in English-Medium Instruction
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Abstract:
Driven by internationalisation, few would argue that English has become the professional lingua franca in numerous fields, as well as in academic instruction (Dafouz & Nuñez, 2009). One way universities prepare citizens for the globalised world and labour market, is by giving access to the international community through programmes taught partially or entirely in English (Cots et al., 2012). This strategy has led to the implementation of English-Medium Instruction (EMI) in higher education across Europe. However, concerns have been raised about the effectiveness of English as the lingua franca (ELF) of instruction in achieving optimal outcomes in higher education contexts (Jenkins, 2011, Seidlhofer, 2009). Therefore, this thesis aims to investigate the quality of pedagogy in the EMI classroom by looking mainly at how teachers construct the space for learning and how content knowledge is built. The overarching research objective of this doctoral dissertation is to analyse teacher-student interactional competence, understood broadly as the successful collaboration between participants to construct a sphere of shared meaning (Young, 2011), through the mobilisation of multimodal resources in an English-Medium university lecture where ELF is used for instruction. This thesis aims (1) to provide a deep understanding of how semiotic resources, in particular embodied modes, are naturally deployed in ELF-EMI settings, and (2) to explore the affordances and impact of these modes as meaning-making systems in the context of internationalised higher education. This phenomenon is brought into focus through three main interrelated theoretical lenses: (1) the university classroom as an interactional event (Goffman, 1981), (2) multimodality, as a situated meaning-making system (Jewitt et al., 2016), and (3) interactional competence (Young, 2011). Theoretical depth of interactional competence and multimodality was sought through the neurocognitive theory of mirror neurons (Gallese, 2001; Iacoboni et al., 2005) as they relate to the Merleau-Pontian notion of corporal intersubjectivity (Escribano, 2004; Tanaka, 2017). A data corpus of audio-visual material was collected from EMI lectures given in the English-track Dentistry Program mainly, at the Faculty of Medicine and Health Sciences of a private Catalan University in the greater Barcelona area. The 5 lecturers that participated in this study are content specialists in the area of science. At the time of data collection, two lecturers had a CEFR English proficiency level below B2, whilst the other three lecturers had a level over B2, whereas students registered a C1+ level on admission to the university programs. Multimodal interactional analysis (Norris, 2004) provided a systemic approach to organising, producing and analysing the datasets. A fine-grained analysis of classroom interaction was approached from a perspective of notions inspired by conversation analysis, such as the long turn (Sacks et al., 1974), the recipient design (Pekarek-Doehler, 2002; Sacks et al., 1974) and participation frameworks (Goffman, 1981; Goodwin & Goodwin, 2004). The process and products of analysis resulted in transcripts of talk (Schegloff, 2007) and image vignettes capturing movement trajectories, formats in which the data are presented. The analysis showed the pivotal role of embodied actions to construct spaces for learning, manage classroom interaction, elicit participation, transfer speakership rights, provide nuance and precision to talk, build rapport, express solidarity, establish and mitigate expressions of institutional power, create a shared classroom experience, evaluate student contributions and co-construct subject matter knowledge. The results of this thesis illustrate ELF-EMI teachers’ interactional competence through embodied actions, demonstrating that multimodal resources are not an accessory in pedagogy, but form a fundamental meaning-making system in the enactment of teaching in internationalised university classrooms, such as those of this study.
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Keyword:
37; Conversation analysis; Embodied action; EMI; English medium instruction; Gesture; Interaction; Interactional competence; Multimodal; Sociolingüística
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URL: http://hdl.handle.net/10803/672710
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| 18 |
Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
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| 19 |
Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
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Dafouz, Emma. - : Universidad de Alicante. Departamento de Filología Inglesa, 2021
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Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs
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