Teaching Science and Mathematics in English Steering Mastery in English Language Amongst Sciences Students in UKM

Muda, Nora; Ismail, Wan Rosmanira; Shahabudin, Faridatulazna Ahmad; Samsudin, Humaida Banu; Suradi, Nur Riza Mohd; Majid, Noriza; Rambely, Azmin Sham; Mamat, Nur Jumaadzan Zaleha; Din, Ummul Khair Salma; Jaaman, Saiful Hafizah; Hassan, Nasruddin; Mustafa, Zainol; Ali, Zalina Mohd; Isa, Zaidi; Ismail, Hamizun; Zin, Wan Zawiah Wan; Zahari, Marina; Abidin, Norkisme Zainal; Salleh, Abdul Razak; Zakaria, Abdul Malek; Darus, Maslina; Ahmad, Abdul Ghafur; Rafee, Najib Mahmood

doi:10.1016/j.sbspro.2012.09.329

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…We refrained from using an archival measure such as a high school grade because we argue that the choice of EMI depends on the student's perceived proficiency rather than the objective assessments of third parties (also see, Muda et al, 2012;Yeung, Lau, & Nie, 2011).…”

Section: Measurementmentioning

confidence: 99%

Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers

Lueg

2015

AMLE

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Taking a Bourdieusian perspective, we analyze the relevance of social background and capital for choosing English as a medium of instruction (EMI).Our work focuses on students with a non-native English-language background in a business school setting. Although proponents argue that EMI generally increases graduates' employability, they do not sufficiently consider that study strategies differ substantially across social milieus and between the sexes. Failing to account for cultural distance of students to the educational system in choosing EMI can foster social inequality and contribute to the reproduction of elites. Using a survey, we conduct a quasi-experiment in two identical bachelor's degree programs that differ only in their instruction language. Using structural equation modeling, we find that students from higher social strata are much more likely to choose EMI. As suggested by the Bourdieusian perspective, this relationship is not directly observable but operates through hidden mechanisms, such as cultural capital (relative English proficiency) and a better sense of gaming and positioning (career orientation). Business students from the lowest stratum self-select against EMI due to a pronounced fear of failure despite their awareness that EMI leads to higher employability. Our findings support the successful introduction of EMI while ensuring social equality.

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Section: Measurementmentioning

confidence: 99%

Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers

Lueg

2015

AMLE

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“…Another supporting argument is that concentrated exposure to English in EMI classes can enable students to more effectively learn English compared to the more traditional way of teaching English at schools as a compulsory school subject (Sert, 2008;Zok, 2010). Empirical evidence to support this line of argument is also available in the recent literature, showing students' improvement in areas of vocabulary expansion (Lin & Morrison, 2010) and major language skills (Muda et al, 2012;Rogier, 2012).…”

Section: Key Issues Around English-medium Instructionmentioning

confidence: 84%

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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“…Besides, in a study by Mohandas & Rajaratnam (2015), students whose English proficiency was better performed better in Mathematics and Science. According to Muda et al (2012), if the reversal of the language of instruction were to take place, it would not be a laudable action. This is because university students benefitted from the policy as it helped them enhance their English proficiency.…”

Section: Past Studies On Ppsmimentioning

confidence: 99%

The Use of English in Teaching Mathematics and Science: The PPSMI Policy vis-à-vis The DLP

Yunus

Sukri

2017

ALLS

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In spite of English being regarded as the second most important language in Malaysia, it is still treated as a foreign language inevitably. The recently introduced Dual Language Progamme (henceforth DLP) which uses English as the medium of instruction in teaching Mathematics and Science is alleged to be a reflection of the less successful English for teaching Mathematics and Science policy (hereafter PPSMI). Therefore, this paper aims to examine the perceptions of pre-service teachers towards the use of English in teaching Mathematics and Science and establish its connections with the DLP. Data were collected through questionnaire which involved 50 respondents. Findings showed that the respondents held unfavourable perceptions of the PPSMI policy which in turn justified the emergence of the DLP. Implications of the study and suggestions for future research are also discussed.

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Teaching Science and Mathematics in English Steering Mastery in English Language Amongst Sciences Students in UKM

Cited by 3 publications

References 4 publications

Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers

Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers

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

The Use of English in Teaching Mathematics and Science: The PPSMI Policy vis-à-vis The DLP

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