From English as the medium to English as a medium: Perspectives of EMI students in Qatar

Graham, Keith M.; Eslami, Zohreh R.; Hillman, Sara

doi:10.1016/j.system.2021.102508

Cited by 26 publications

(9 citation statements)

References 23 publications

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“…Iranian professor, Nazary (2008) reported the reason why students of all grade levels are averse to using L1 (Persian) in L2 classrooms due to less exposure to L2. However, increasing evidence from recent studies on the function of secondary education in secondary school supports the requirement for L1 instruction in secondary classes for pedagogical reasons (Fang & Liu, 2020;Graham et al, 2021;Hillman et al, 2019;Rivera, 2019). Wang and Curdt-Christiansen, 2019;Rivera, 2019) Teachers, in comparison, had a marginally different opinion, favoring a monolingual approach in their L2 instruction (50%).…”

Section: Figure 6 | L1 Use Function In L2 Class By Teachersmentioning

confidence: 99%

“…Storch & Aldosari (2010) discovered that Saudi students' perspectives of utilizing L1 in Arabic revealed five key roles, including task management, conversation and idea development, grammar and vocabulary elements, mechanical aspects, and grammatical features. Recent research by Graham et al (2021) identified a number of variables that affect the utilization of L1, including: L1 as a source of identity and students' rights to utilize L1 in the L2 classroom.…”

Section: Figure 6 | L1 Use Function In L2 Class By Teachersmentioning

confidence: 99%

“…In another context, teachers in Qatar used translation or use the L1 in an international class program (Hillman et al, 2019). Graham et al (2021) recently conducted a study to assess students' perceptions of teachers' and students' usage of translation (bilingual EMI) revealing that L2 learners exhibited favorable attitudes toward the teacher's use of their first language (Arabic) in class as well as toward other students who also spoke that language. As an explanation, this study also demonstrates a number of variables that affect the utilization of L1, such as professional jargon.…”

Section: Introductionmentioning

confidence: 99%

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The use of L1 in L2 Learning in the Indonesian EFL Context

Muqit¹,

Sahiruddin

Mron

et al. 2023

jees

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The issue of L1 usage in L2 classes is still open. Historically, using simply the target language was the most effective method for learning L2. However, some research indicates that incorporating L1 into L2 sessions can also help to improve language learning. The goal of this study is to ascertain the attitudes and beliefs of teachers and students towards the use of a second language in the classroom and to determine the extent to which students' beliefs regarding the use of a second language are related to one another. linguistic versatility Utilizing L1 effectively is also assessed. Participants in this study were 115 students and 30 English teachers (n = 30). A questionnaire was used to obtain the data. According to the study's findings, teachers and students are generally in favor of using L1 in L2 classrooms, depending on the context or goal. This study partially supports the viability of a bilingual or co-taught method in L2 classes.

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Section: Figure 6 | L1 Use Function In L2 Class By Teachersmentioning

confidence: 99%

Section: Figure 6 | L1 Use Function In L2 Class By Teachersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The use of L1 in L2 Learning in the Indonesian EFL Context

Muqit¹,

Sahiruddin

Mron

et al. 2023

jees

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“…Lecturers’ attitudes have emerged as a significant factor in successful higher education EMI implementation [ 27 , 49 ] although existing literature demonstrated mixed results. Several studies discovered that lecturers who exhibited positive attitudes towards the higher education EMI [ 2 , 50 ], while other academicians revealed a neutral or negative attitude [ 51 , 52 ]. On the one hand, lecturers who possess experience and exposure to educating students with heterogeneous needs and experiences would be more tolerant and open to EMI programmes [ 53 , 54 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Lecturers’ readiness for EMI in Malaysia higher education

Lo¹,

Othman²

2023

PLoS ONE

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The current study aims to examine lecturer readiness for English Medium Instruction (EMI) in higher educational institutions and the contextual influences of gender, age, academic qualification, teaching experience, EMI course teaching involvement, and EMI training. A quantitative research design was employed, and a survey questionnaire was completed by 227 lecturers (out of 250 invited participants) from private universities in Klang Valley, Malaysia to gauge self-ratings of personal knowledge, skills, abilities, and attitudes in educating EMI courses. The collected data were subsequently analysed via the Statistical Package for Social Sciences (SPSS) version 27.0 software before revealing the findings from the inferential statistics of the t-test and one-way analysis of variance (ANOVA) on lecturers’ gender, age, academic qualification, teaching experience, EMI course teaching involvement, and EMI training. Resultantly, the important role of lecturers’ knowledge, understanding, skills, abilities, and attitudes was highlighted to further enhance intercultural communicative competence in managing the increasingly diversified student body in EMI classrooms.

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“…Qatar’s IBCs have been referred to as “English‐medium instruction (EMI) programs” (e.g., Graham, Elsheikh, & Eslami, 2020; Graham & Eslami, 2020; Graham, Eslami, & Hillman, 2021; Hillman et al., 2021) since English is used “to teach academic subjects [in a country] where the first language (L1) of the majority of the population is not English” (Dearden, 2015, p. 4). However, they have also been referred to as just “English‐medium” (e.g., Mitchell et al., this issue; Pessoa, Miller, & Kaufer, 2014; Pessoa, Mitchell, & Miller, 2018), perhaps reflecting the fact that IBCs differ from many other EMI higher education contexts (e.g., An, Macaro, & Childs, 2019; Belhiah & Elhami, 2015; Belyaeva & Kuznetsova, 2019; Dearden & Macaro, 2016; Kim, 2014; Goodman, 2014; Lasagabaster & Doiz, 2018).…”

Section: Introductionmentioning

confidence: 99%

Linguistically Responsive Instruction in International Branch Campuses: Beliefs and Practices of Liberal Arts and STEM Instructors

Hillman

2021

TESOL Quarterly

Self Cite

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This study proposes employing linguistically responsive instruction (LRI) in transnational higher education such as international branch campuses (IBCs). It sheds light on the beliefs and practices of content instructors teaching in English-medium IBCs, in terms of supporting students' academic language development. Previous studies have shown how content instructors, particularly in STEM fields, do not see teaching language as part of their role in the classroom and do not attach importance to it. However, students in IBC contexts often need more language support. 101 IBC instructors from various disciplines completed a survey regarding their beliefs about providing language support for students. A purposeful sampling of 6 engineering, science, and liberal arts instructors were also video-recorded teaching their classes and then interviewed about LRI practices using stimulated-recall techniques. Findings show that while STEM instructors tended to align less with LRI than liberal arts instructors on the surveys, they employed multiple LRI practices while observed teaching. The study shows the importance of going beyond just attitudinal surveys when it comes to understanding STEM instructors' dispositions toward teaching language, and it is proposed that IBCs create dialogic, multidisciplinary faculty learning communities on academic language development and meaning making resources.

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From English as the medium to English as a medium: Perspectives of EMI students in Qatar

Cited by 26 publications

References 23 publications

The use of L1 in L2 Learning in the Indonesian EFL Context

The use of L1 in L2 Learning in the Indonesian EFL Context

Lecturers’ readiness for EMI in Malaysia higher education

Linguistically Responsive Instruction in International Branch Campuses: Beliefs and Practices of Liberal Arts and STEM Instructors

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