Teaching Language and Content: Instructor Strategies in a Bilingual Science Class at a Chinese University

Abstract

<p>This research explores the role of English as a medium of instruction and a focus of learning in a bilingual science class taught in Chinese and English as a foreign language. It examines how the instructor handles meaning and form of new English science vocabulary in concept-focused physics lectures and the strategies he uses in doing so. Analysis of classroom instructional discourse demonstrates that the instructor took an integrative approach in dealing with the meaning-form association of new science vocabulary. He employed a variety of strategies to lighten vocabulary load and to increase comprehensibility of physics lectures. The results indicate that there is a place for language instruction in bilingual science classes. Bilingual science instructors are encouraged to integrate language with the subject matter they teach and provide students opportunities for simultaneous development of content and language.</p><p> </p

Student challenges and learning strategies at Hong Kong EMI universities

“…However, such a win-win scenario is only likely to happen in the context of the perfect readiness each participant, and the ambivalence of successful EMI implementation is a theme that has been continuously discussed in recent studies [ 10 ]. Many studies have emphasized that the success of EMI programmes can be achieved on the basis of certain conditions: first, students’ English proficiency must have reached a certain threshold for their comprehension of content instruction in English [ 13 – 15 ]; second, EMI lecturers must be equipped with fluent English communication skills, as well as professional knowledge in their disciplines and the pedagogical skills to provide effective scaffolding for both the content and language [ 16 , 17 ]; and third, only when universities provide sufficient teaching resources can EMI lecturers receive the necessary professional development to meet students’ learning needs [ 18 , 19 ]. For those whose first language is not English, this set of conditions might be harder to be fulfilled; the adoption of EMI education has therefore never been as smooth as expected.…”

Enhancing lecture comprehension in English medium of instruction: a case study of an international business management programme in Belgium

“…Some participants maintained English usage to "stay professional", a preference echoed in literature during lectures and outside classroom interactions with staff (Kim, Dae Son, & Sohn 2009). However, some students appreciate the opportunity to revert to their L1 in certain situations (Wilkinson 2005;Evans & Morrison 2011;Kagwesage 2013;You & You 2013;Liang & Smith 2012;Airey 2011). While many students value this option, it is contingent on shared L1 groups and can potentially exclude students with different L1s.…”