Classroom discourse in bilingual secondary science: language as medium or language as dialectic?

Maxwell-Reid, Corinne

doi:10.1080/13670050.2017.1377683

Cited by 25 publications

(7 citation statements)

References 29 publications

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“…While EMI teachers may be open to change, they often regard the disjuncture between language and content as the major obstacle to their EMI teaching (Yuan et al, 2020). For instance, without a language background, they may feel it difficult to provide students with language support in content learning, and when it comes to content-language integrated learning, they may be at a loss about how it can be achieved in subject classrooms (Maxwell-Reid, 2020). This is a widely observed problem in many EMI programs, and one viable solution is to promote cross-disciplinary collaboration (Kim et al, 2018), in which language specialists work closely with EMI teachers to bridge the gap between language and content through collaborative inquiries such as joint lesson study and action research (Farrell, 2020).…”

Section: Integrating Content and Language In Specific Disciplines Thr...mentioning

confidence: 99%

“…In the fields of higher education and language education, EMI has attracted great research interest over the past years with the bulk of studies examining EMI teachers’ and students’ beliefs, motivations, and needs, as well as different EMI teaching strategies and approaches (see Macaro et al, 2018 for a detailed review). One central theme derived from this line of research is an integrative focus on both language and content in EMI teaching (Lin, 2016; Maxwell-Reid, 2020), because language serves as the crucial semiotic resource to mediate the formation and application of ideas and facilitate conceptualization and problem solving in specific disciplines (Dafouz and Camacho-Miñano, 2016; Ruiz de Zarobe and Lyster, 2018). In EMI classrooms, however, what seems to disappoint EMI researchers is disciplinary teachers’ general lack of awareness about the mediating role of language in content teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

“…Drawing on relevant literature on EMI teaching (e.g. Dafouz, 2018; Maxwell-Reid, 2020) and teacher education (e.g. Dinkelman, 2011; Izadinia, 2014), a tentative model is provided to shed light on the various dimensions of EMI teacher educator identity and the influencing factors at personal and contextual levels.…”

Section: Introductionmentioning

confidence: 99%

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Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

Yuan

2021

RELC Journal

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Despite the rapid expansion of English-as-a-medium-of-instruction (EMI) programs in higher education, EMI teacher education is still in its infancy. This viewpoint paper analyses what language specialists can do and become in EMI teacher education in university settings. Specifically, the paper argues that language specialists can take on a new role as EMI teacher educators and contribute to EMI teaching and teacher development in different ways, including: (1) initiating classroom change through awareness raising; (2) integrating content and language in specific disciplines through collaboration; (3) attending to EMI teachers’ social and affective needs; and (4) advocating the professional status of EMI teachers. The paper also proposes a tentative framework on EMI teacher educator identity, which can serve as a frame of reference for language specialists who are interested in embarking on a new professional path as EMI teacher educators.

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Section: Integrating Content and Language In Specific Disciplines Thr...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

Yuan

2021

RELC Journal

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“…For instance, in Dearden and Macaro’s (2016) comparative study in Austria, Italy and Poland, the teachers were asked by their universities to adopt EMI simply due to their overseas experience and relatively high level of English oral proficiency. Without adequate training in EMI teaching, some teachers simply translated course materials and presentation slides from their L1 into English, which to a large extent overlooked the integrative relationship between language and content in science teaching (Maxwell-Reid, 2017). Such a relationship, however, is crucial since language as a semiotic resource mediates students’ higher-order mental processing (e.g.…”

Section: Introductionmentioning

confidence: 99%

Promoting EMI Teacher Development in EFL Higher Education Contexts: A Teacher Educator’s Reflections

Yuan

2019

RELC Journal

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While there is a growing research interest in English as a medium of instruction (EMI) teaching and learning in university contexts, relatively limited attention has been paid to EMI teacher development. Drawing on my past and ongoing teaching and research practice as an EMI teacher educator, this Viewpoint article considers the emotional, pedagogical and social barriers faced by university EMI teachers in China. Based on a critical analysis and discussion of the barriers, this Viewpoint proposes an EMI teacher development framework, and argues for helping EMI teachers foster a sense of ownership of English as a global language, developing effective classroom language, and cultivating discipline-specific pedagogical competence in a community of practice. This framework is a point of reference for designing and implementing effective EMI teacher education programmes in English as a foreign language (EFL) higher education settings.

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“…This indicates that bilingual teaching strategies must also be flexible and not rigid (Marco-Bujosa et al, 2020). The vital thing that must be done by teachers is to introduce specific terms in the field of science because pupils who take a bilingual program tend to remember terms or vocabulary that are unique in the scientific field (Maxwell-Reid, 2020). The absolute thing that must be taken by the teacher is to formulate and design a special assessment by considering many aspects (Fine & Furtak, 2020).…”

Section: Science Class and English As Medium Of Instructionmentioning

confidence: 99%

Can Pupils Retell Concepts in English? An Analysis of How to Use EMI in Science Class

Sukardi¹,

Sopandi²,

Riandi³

2021

INT J INSTRUCTION

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British Council for East Asia reported that the level of English competency of Indonesian pupils in primary and secondary education in English lessons and other scientific disciplines was very concerning. They did not use English as Medium Instruction (EMI) in Science class well. Besides, pupils need to have English communication skills in the 21st century. Because of that, the research aims to investigate how EMI should be applied in Science class. The purposive survey method was used in this study involving the process of data triangulation from tests, questionnaires, unstructured interviews, and observations of learning. The research subjects were selected by a purposive sampling technique involving 172 pupils aged 11-13 years from several secondary schools in four major cities in Indonesia which use English as the medium of instruction in Science class. The results showed that EMI can be applied in Science class by bilingual strategies. Most of the pupils understood the teachers' instruction, scientific terms, even scientific concepts but they felt safer using both Indonesian and monolingual languages to avoid some errors e.g. misconceptions when teachers explain fundamental science concepts. Introducing keywords in the form of bilingual terms related to the fundamental concepts of science helps pupils to understand science concepts more deeply and develop pupils' ability to speak English actively. These findings are expected to become a reference for how to use EMI in science class.

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Classroom discourse in bilingual secondary science: language as medium or language as dialectic?

Cited by 25 publications

References 29 publications

Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

Promoting EMI Teacher Development in EFL Higher Education Contexts: A Teacher Educator’s Reflections

Can Pupils Retell Concepts in English? An Analysis of How to Use EMI in Science Class

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