Framing English as a Medium of Instruction Within the Iberian-American Spanish-Speaking Education Contexts

Escobar-Alméciga, Wilder Yesid

doi:10.15446/profile.v24n1.93434

Cited by 4 publications

(3 citation statements)

References 30 publications

(64 reference statements)

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“…However, student involvement and agency in this endeavor are greatly influenced by the teacher's discourse. Students' capacity to act independently and learn effectively can either be facilitated or hindered by the teacher's words and deeds, as well as the discourses, attitudes, and behaviors encouraged in the classroom (Aukerman et al, 2017;Escobar-Alméciga, 2020, 2022Escobar-Alméciga & Brutt-Griffler, 2022). To promote student investment, instruction should prioritize the creation of safe, welcoming, and engaging communicative environments in which students feel free and empowered to express their ideas, emotions, and identities (Bourdieu, 1991;Brown, 2014;Darvin & Norton, 2015;Escobar-Alméciga & Brutt-Griffler, 2022).…”

Section: Investment and Agency In Efl Learningmentioning

confidence: 99%

Student’s agency in English as Foreign Language learning in a Virtual Environment: An Interaction Analysis

Rojas,

Escobar-Alméciga

2023

Leng. soc.

Self Cite

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The COVID-19 pandemic brought about new challenges for class interaction and for English as a Foreign Language teaching instruction in general, and opened a whole world of opportunities to learn about virtual-mediated instruction and about learning altogether. As a reaction to the new social conditions, alternative spaces, and ways of mediating instruction through the use of technology and digital resources were created and promoted in the quest for teaching and learning. As such, this multimodal interaction analysis inquired into the qualities of interaction taking place in an online course of advanced English at a teaching credential undergraduate program at a private university in Bogotá, and the affordances and limitations that such interactions presented for agency, engagement, and ultimately, learning as an effect of communication. To such an end, class observations, student focus groups, and interviews on teachers were conducted. The findings offered insights on the multiple ways students and the teacher resorted to their semiotic resources and communicative modes to configure meaning, construct knowledge, and relate to one another in a virtual environment. Mainly, however, it encourages a debate about the role that teachers play in designing and implementing communicative environments to enrich the teaching and learning experience.

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Section: Investment and Agency In Efl Learningmentioning

confidence: 99%

Student’s agency in English as Foreign Language learning in a Virtual Environment: An Interaction Analysis

Rojas,

Escobar-Alméciga

2023

Leng. soc.

Self Cite

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“…On one side, this is a good improvement in education quality to achieve the goal of national education which is producing global competitive human resources. On the other side, this phenomenon also raises new challenges in the practice of Education (Ernawati et al, 2021;Escobar-Alméciga, 2022;Qomariah et al, 2022;Toth, 2018).…”

Section: Introductionmentioning

confidence: 99%

English as Medium of Instruction (EMI) at Primary Schools in Indonesia: Challenges and Opportunities

Sukmawati,

Pujiani

2024

JEEYAL

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English as a Medium of Instruction (EMI) method bloomed widely in the educational context as the impact of advanced globalization. Pros and cons emerge worldwide toward the implementation of this teaching method. A study of EMI on the primary level becomes interesting since the teachers are faced with double challenges. While teaching young learners with their unique characteristics is a big challenge, they are required to teach the learners using an unfamiliar language which is English. Therefore, a descriptive-qualitative study was conducted to uncover this issue. Literature review, observation, and interviews with some teachers of international standard primary schools in Indonesia were employed to obtain comprehensive data on this issue. The result revealed many challenges and opportunities in the implementation of EMI at the primary level. This study suggests a better policy in the educational system shading the implementation of EMI in Indonesia and many supports are still needed.

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“…English as a Medium of Instruction (EMI) can be defined as the use of English as the main medium of instruction in learning, including English and non-English language learning (Ernawati et al, 2021;Paris et al, 2022;Qomariah et al, 2022). The use of English as the language of instruction in bilingual schools has increased in the last two decades because the use of English offers the benefits of learning two languages at once, a first language and a second language (Ernawati et al, 2021;Escobar-Alméciga, 2022;Qomariah et al, 2022;Toth, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Influence of English as Medium of Instruction (EMI) on the First and Second Language Acquisition of Bilingual School Students: A Case Study

Pujiani,

Sukmawati,

Adzkiyah

2024

EHDJ

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English as a Medium of Instruction (EMI) is a term used for learning activities where English is used as the main language. This approach is widely adopted by bilingual schools as it allows learners to learn both their first and second language at the same time. While EMI has many advantages, the impact of this method on children's first and second language acquisition remains largely unknown. Therefore, through a case study, this research aims to examine the effect of EMI on children's first and second language acquisition in bilingual schools. This research will be conducted in a school that applies EMI in the Purwokerto area, namely Tiga Bahasa Putera Harapan School, with a sample of grade 3 students and teachers as respondents. This sample is randomly selected using a convenience sampling technique. Data for this study will be obtained through observations, speaking tests in Indonesian and English, and interviews. The results of this study show that there is no significant difference between the average English score (85.47) and Indonesian score (84.76) of students taught using EMI. Despite its status as an international standard school, national values and love for the country are still instilled through various curricular and co-curricular activities. This shows that with proper management, EMI does not affect the first and second language acquisition of children attending bilingual schools. To improve children's English proficiency, English needs to be introduced early through environmental conditioning that supports the use of English in daily life.

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Framing English as a Medium of Instruction Within the Iberian-American Spanish-Speaking Education Contexts

Cited by 4 publications

References 30 publications

Student’s agency in English as Foreign Language learning in a Virtual Environment: An Interaction Analysis

Student’s agency in English as Foreign Language learning in a Virtual Environment: An Interaction Analysis

English as Medium of Instruction (EMI) at Primary Schools in Indonesia: Challenges and Opportunities

The Influence of English as Medium of Instruction (EMI) on the First and Second Language Acquisition of Bilingual School Students: A Case Study

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