Focus on form in ICLHE lectures in Italy

Costa, Francesca

doi:10.1075/aila.25.03cos

Cited by 90 publications

(25 citation statements)

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“…When discussing with students in the small groups, professors would respond using the language in which they had been addressed. This recurrence to the native language is in line with results of other EMI studies (Ljosland, 2010;Söderlundh, 2013;Costa, 2012).…”

Section: Resultssupporting

confidence: 91%

“…Studies demonstrate that most EMI professors believe that their role is to teach content; therefore, they do not correct language errors or teach language aspects (Airey, 2011;Aguilar & Rodriguez, 2012;Aguilar, 2015). However, partly refuting this, Costa (2012) determined that professors used pre-emptive focus on form in their classes, which means that the meaning of a lexical item is explained or provided, but this may be attributed to the pedagogical aspects related to teaching content and not to an awareness of the language needs of the students. Unterberger's (2012) study also found that course syllabi included functional language learning aims such as giving presentations, developing discussion and negotiation skills, and learning technical vocabulary.…”

Section: Introductionmentioning

confidence: 99%

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Is EMI Enough? Perceptions from University Professors and Students

Corrales¹,

Rey

Escamilla

2016

laclil

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Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new.Keywords: English medium instruction; intercultural education; international education; higher education. CORRALES, PABA REY, SANTIAGO ESCAMILLA ¿Es suficiente el uso del inglés como medio de instrucción?Percepciones de estudiantes y profesores universitarios ResumenLa internacionalización de la educación superior tiene como objetivo el desarrollo de competencias interculturales e internacionales (CII) y el desarrollo de la lengua extranjera. Para lograr esto, las universidades en todo el mundo han implementado estrategias como la enseñanza de materias y contenidos en inglés, también conocida como el uso del inglés como medio de instrucción (en inglés: EMI). Sin embargo, hay aún escasa investigación sobre los aspectos positivos y negativos relacionados con la implementación de este enfoque en América Latina. Por esta razón, este estudio de caso explora las percepciones de un grupo de profesores de ciencias de la computación, de estudiantes y del administrador del programa en una universidad colombiana, en relación con el uso de este enfoque en el aprendizaje de contenidos y lengua y el desarrollo de las competencias interculturales e internacionales. Los resultados del estudio indican que la implementación de esta iniciativa ofrece beneficios, pero también plantea algunos retos. Por lo tanto, se generan algunas recomendaciones que conciernen a la institución como tal, a los profesores y los estudiante y se plantean algunos elementos del enfoque AICLE para apoyar el aprendizaje. Se espera que estos resultados contribuyan al análisis de la discusión del enfoque AICLE y EMI, especialmente en América Latina, en donde esta práctica es relativamente nueva.Palabras clave: inglés-medio de instrucción; educación intercultural; educación internacional; educación superior. 320O uso do inglês como meio de instrução é suficiente? Percepções de estudantes e professores universitários ResumoA internacionalização do ensino superior tem...

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Section: Resultssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Is EMI Enough? Perceptions from University Professors and Students

Corrales¹,

Rey

Escamilla

2016

laclil

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“…They were aware that teachers applying the CLIL approach must have special knowledge in the field of language competence as well as teaching and methodological skills and thorough knowledge of the nonlanguage subject to be taught (Content and Language Integrated Learning (CLIL) at School in Europe, 2006). It has also been revealed that teachers in CLIL contexts seem to struggle to focus on language and content at the same time and find it challenging to know how to focus on language (Cammarata & Tedick, 2012;Costa, 2012: Goris et al, 2019.…”

Section: Category 3: There Are Differences In the Fl 1 Teachers' Attitude Towards Fl 1 Learning And Teaching In Childhood And Towards Thementioning

confidence: 99%

The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes

Smajla

2021

Engl. Lang. Teach. Educational. Journal

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This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the importance of the education process of teachers-to-be, for any teacher working at an early level should have completed a BA in class teaching and should have acquired a degree in the methodology of early language teaching. Most teachers who used the CLIL approach in the first year of its introduction (school year 2014–2015), refrained from it in the second year, or only used some elements of the CLIL approach, for they felt that it was impossible to follow the guidelines of the “hard” CLIL. Consequently, they only used some elements or strategies of the CLIL approach, which some authors call “soft” CLIL. Although some teachers claimed to have encountered numerous obstacles in teaching according to CLIL, they nevertheless considered it to be a suitable approach in the FL 1 classroom.A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety.

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“…Related to the excessive use of technical terms and words in their talk or writing, it may be the case that Tarzanish form emerges as a result of the fact that EMI people have not properly learned the Turkish equivalents of English terminology in their discipline or are not accustomed to using them in an academic register. Therefore, they may find it easier to codemix by letting English terms and phrases infiltrate into their L1 (Costa, 2012;Küçük, 2018;Raman & Yiğitoğlu, 2015).…”

Section: Is It a Case Of Foreigner Talk Or An Outcome Of Imperfectly mentioning

confidence: 99%

A critical look at the phenomenon of 'a mixed-up use of turkish and english' in english-medium instruction universities in turkey

Karakaş¹

2019

HIG

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In recent years, many Turkish universities, particularly the foundation universities in the private sector, have adopted English either in part or in full, as the language of instruction. In practice, this has meant that English should be the only working language of instruction in all academic activities, ranging from lectures, seminars, presentations to thesis defenses. However, little attention has been paid to the fact that the ideals of policymakers are not always in tune with the actuals of the policy implementers (Jenkins, 2014; Karakaş, 2016a). In the Turkish higher education, there is evidence that lecturers and students often breach the English-only policy by using a mixed-version of Turkish and English, which is widely known as Tarzanca (Tarzanish in English) in Turkey (Collins, 2010; Karakaş, 2016b). This critical review seeks to explore the phenomenon of Tarzanish in general and its use in English-medium instruction (EMI) universities in particular. While doing so, it is also aimed to find answers to the following questions: (1) How is Tarzanish conceptualized and described in the dictionaries, literature, online sources (e. g. blogs, discussion forums, etc.) and by scholars? (2) What are its descriptive characteristics in terms of morphology, syntax, and lexis? (3) Why do EMI people (lecturers and students) resort to it? Moreover, (4) what can be done to resolve the issue of Tarzanish in EMI universities? Drawing on the answers to these questions, the paper suggests that the notion of Tarzanish means different things to different people, lay people and EMI people resort to it for different purposes, and its use by lay people and EMI people show divergences due to some variables such as the level of language proficiency and the domains of language use (e.g., tourism, business, and higher education). Finally, some suggestions have been offered for the solution of the issue of Tarzanish in EMI universities.

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Focus on form in ICLHE lectures in Italy

Cited by 90 publications

References 0 publications

Is EMI Enough? Perceptions from University Professors and Students

Is EMI Enough? Perceptions from University Professors and Students

The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes

A critical look at the phenomenon of 'a mixed-up use of turkish and english' in english-medium instruction universities in turkey

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