scholarly journals EMI Lecturer Trainers: Reflections on the Implementation of EMI Lecturer Training Course

2021 ◽  
pp. 185
Author(s):  
Ksenia Volchenkova ◽  
Elizaveta Kravtsova
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Teaching Methodology ◽  
Structured Interviews ◽  
Student Centered ◽  
Self Reflection ◽  
Training Course ◽  
Training Courses ◽  
Internationalisation Strategies

Universities in non-native English-speaking countries strive to increase the number of international students using EMI as one of their internationalisation strategies, “being caught up in the rush to offer both undergraduate and postgraduate programmes through the medium of English” (Macaro et al. 2018, 37). This has resulted in an unprecedented demand for EMI lecturers to acquire both improved English language proficiency and new teaching methodology skills (Gay et al. 2020). The research, however, evidences the lack of published materials for the development of EMI lecturer training courses (Costa 2015; Dafouz 2018; Gay et al. 2020). Moreover, the literature on hands-on practice with respect to the experience of those involved in EMI lecturer training is scant. Thus, here, the authors offer an outline of an EMI lecturer training course and provide an analysis of the experience of eight EMI lecturer trainers from three leading Russian universities that conducted EMI training courses in the academic years 2017-2019. Semi-structured interviews and pre-and post-course surveys show that EMI trainers encounter difficulties which are psychological, methodological and linguistic in nature, these being low English language proficiency of EMI lecturers, their insufficient knowledge of pedagogical strategies, their lack of self-reflection and feedback and their resistance to active learning techniques and a student-centered approach. The findings of this study will be useful for EMI lecturer trainers since the study highlights potential challenges and practical advice on how to increase training efficacy.

Sudanese Adolescent Refugees: Acculturation and Acculturative Stress

2007 ◽  
Vol 17 (2) ◽  
pp. 160-181 ◽  
Author(s):  
Gillian Poppitt ◽  
Ron Frey
Keyword(s):  
Language Proficiency ◽  
Acculturative Stress ◽  
English Language ◽  
Parental Control ◽  
English Language Proficiency ◽  
Refugee Children ◽  
Structured Interviews ◽  
Adolescent Refugees ◽  
The Future ◽  
Cultural Rules

AbstractThis study explored acculturation and acculturative stress in Sudanese adolescent refugees living in Brisbane. Twenty Sudanese adolescents participated in semi-structured interviews which revealed that the main source of acculturative stress was related to concern over English language proficiency, issues of parental control and conflicting cultural rules. However, optimism for the future was also evident in all the interviews. The results suggested the need for culture specific counselling practices and ongoing English language and cultural support for Sudanese refugee children in mainstream schools.

scholarly journals QUEER LEARNER IDENTITY AND ENGLISH LANGUAGE LEARNING IN A THAI CONTEXT

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Tinnawat Suebkinnon ◽  
Apisak Sukying
Keyword(s):  
Language Learning ◽  
Identity Construction ◽  
Language Proficiency ◽  
English Language ◽  
Qualitative Content Analysis ◽  
Gender Diversity ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Structured Interviews ◽  
Learner Identity

This study examined the identity construction of queer learners in English language learning and its influences on English language learning. The four participants were male, queer and studied in English majors and English language teaching in a Thai university. Two of the participants were known to the researcher. Semi-structured interviews, field notes, and a digital sound recorder were used for data collection and qualitative content analysis was used to analyze the data. The findings revealed that queer characteristics and marginalized and unequal positions based on gender identity and sexual orientation were two main factors constituting queer learner identity in English language learning. The majority of the participants shared that their queer characteristics were conducive to their speaking skills. Additionally, it was shown that the heteronormative Thai context motivated the participants to pursue English language proficiency. The participants reported that English language proficiency was advantageous for their future success and helped them gain parental and societal acceptance. Moreover, the participants stated that learning the English language would allow them to migrate to English-speaking countries that are welcoming to queer people. The results also indicated that some participants who desire a Western partner viewed English as beneficial to finding a Western man, whom they thought would be more open to gender diversity than Thai men. These findings provide a better understanding of the identity construction of queer learners and its influences on English language learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0787/a.php" alt="Hit counter" /></p>

ENHANCING ENGLISH LANGUAGE PROFICIENCY IN THE IN-SERVICE TRAINING COURSE “BORDER CHECKS AT A ROAD BORDER CROSSING POINT”

2018 ◽  
Vol 2 (7) ◽  
pp. 191
Author(s):  
Marina Žukova ◽  
Inta Madžule
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Border Crossing ◽  
Course Development ◽  
Training Course ◽  
Service Training ◽  
The Republic ◽  
Basic English

English language proficiency is one of the competences Latvian border guards should have in order to communicate successfully with persons who wish to travel and reside in the Schengen area. The present article is a survey of the in-service training course on basic English professional terminology “Border checks at road border crossing points” which has been developed and implemented in the State Border Guard College of the Republic of Latvia. The survey was carried out in the period from September 2015 until April 2018 and focused on the analysis of the course development process and results of its implementation. Based on the results of the questioning, the participants of the course and their own observations the authors put forward suggestions for possible improvements of the quality of the course and border guards English language training.

scholarly journals Facebook Activities and the Investment of L2 Learners

2016 ◽  
Vol 9 (8) ◽  
pp. 53 ◽  
Author(s):  
Latisha Asmaak Shafie ◽  
Aizan Yaacob ◽  
Paramjit Kaur Karpal Singh
Keyword(s):  
Language Proficiency ◽  
Thematic Analysis ◽  
English Language ◽  
English Language Proficiency ◽  
Structured Interviews ◽  
L2 Learners

<p>The article discusses the investment of L2 learners in the English language on Facebook that they portrayed through their Facebook activities. It studied four informants consisted of diploma students in a Malaysian university. The study consisted of 14 weeks of online observation and semi-structured interviews. Data were collected from online observation and semi-structured interviews. Data were analysed using thematic analysis and Second Cycle Coding. The findings revealed that there were five Facebook activities that were used by L2 learners to improve their English language proficiency: (a) writing posts and comments in English, (b) reading news feeds in English, (c) participating in interest-based Facebook groups, (d) watching movies in English, and (e) communicating with foreign Facebook friends. The most popular Facebook activities were writing posts and comments in English and reading news feeds in English.</p>

Framing Syllabi For Developing English Language Proficiency Bridging Gaps In English Teaching At The Tertiary Level

2019 ◽  
Vol 5 (4) ◽  
pp. 9-13
Author(s):  
C. MONSINGH DANIEL
Keyword(s):  
Language Proficiency ◽  
Career Advancement ◽  
English Language ◽  
Global Market ◽  
English Language Proficiency ◽  
Educational Institutions ◽  
Tertiary Level ◽  
English Teaching

The English Language holds primacy in several levels of employment. This has drawn appeal towards the language as a valuable tool towards having an edge in ones skill set. Capitalizing on the image that English builds for ones employability and career advancement has become a trend set by employer and employee alike. It does indeed have its appeal in a global market, but its demand is due to the inability of educational institutions to provide verifiable and considerable output in students who are proficient in the English Language. Therefore the search for candidates with quality English skills is rather sparse in number. Attempts are of course made by academicians to change this reality but not to the level of a massive turnabout.

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