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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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Abstract:
Teaching science through English as a medium of instruction (EMI) is a growing phenomenon around the world. In Hong Kong, this was realised on a large scale in 2010, with the implementation of a “fine-tuning” compulsory language policy. This allowed Chinese-medium schools to adopt EMI fully. Yet, despite such rapid and widespread adoption, an adequate understanding of key stakeholders’ experiences in relation to their perceptions of what constitutes effective EMI science education remains scarce. Thus, we question the sustainability of EMI programs that are driven by top-down policy. In this case study, we explore the perspectives and experiences of six EMI science teachers and thirteen of their students as their secondary school transitions from partial to full EMI. From in-depth interviews (complemented by classroom observations), findings reveal that the transition to full EMI has presented challenges that appear to hinder students’ development of scientific knowledge and the language of science in English. This directly counters the primary goal of the fine-tuning policy. Nevertheless, findings also illuminate a number of coping strategies teachers and students use to deal with their changing curricula. Overall, we offer insights into this under-researched context of transitioning EMI programs and provide recommendations for future research and practice.
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Keyword:
coping strategies; EMI adoption; L2 science education; language challenges; language of science; teacher/student perspectives; translanguaging
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URL: https://doi.org/10.3390/su14042168
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| 3 |
"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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| 6 |
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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| 11 |
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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| 12 |
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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| 18 |
Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
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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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