scholarly journals English medium instruction: Comparing teacher beliefs in secondary and tertiary education

2018 ◽  
Vol 8 (3) ◽  
pp. 673-696 ◽  
Author(s):  
Jessica G. Briggs ◽  
Julie Dearden ◽  
Ernesto Macaro
Keyword(s):  
Tertiary Education ◽  
High Quality Education ◽  
Learning Content ◽  
Proficiency Level ◽  
Considerable Research ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Two Phases ◽  
Academic Content

Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.

Job Shadowing as a Training Tool for Lecturers in Higher Education Bilingual Teaching

2022 ◽  
pp. 723-745
Author(s):  
Maria Sagrario Salaberri Ramiro ◽  
Maria del Mar Sanchez Perez
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Tertiary Education ◽  
Bilingual Programs ◽  
Training Tool ◽  
Learning Content ◽  
Bilingual Teaching ◽  
Job Shadowing ◽  
English Medium Instruction ◽  
Current Context

The current context of higher education institutions is guided by targets of internationalization and globalization which adopt different forms, one of them based on the essential role of language learning as an operational instrument that contributes to international activity. Different approaches have been devised to promote language learning—content and language integrated learning (CLIL) or English-medium instruction (EMI)—characterized by the use of a foreign language as a teaching device. In tertiary education, the implementation of bilingual programs demands the use of professional and academic language, communicative skills, and training in methodological abilities. The challenge for lecturers is considerable and they have reported the demanding overload of work, effort, and time, but training in dual-focused teaching is essential to achieve goals successfully. Job shadowing is suggested as a training tool focused on developing bilingual professional skills, knowledge, and competences through observation, action, and reflection while accompanying a professional.

Job Shadowing as a Training Tool for Lecturers in Higher Education Bilingual Teaching

2020 ◽  
pp. 275-297
Author(s):  
Maria Sagrario Salaberri Ramiro ◽  
Maria del Mar Sanchez Perez
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Tertiary Education ◽  
Bilingual Programs ◽  
Training Tool ◽  
Learning Content ◽  
Bilingual Teaching ◽  
Job Shadowing ◽  
English Medium Instruction ◽  
Current Context

The current context of higher education institutions is guided by targets of internationalization and globalization which adopt different forms, one of them based on the essential role of language learning as an operational instrument that contributes to international activity. Different approaches have been devised to promote language learning—content and language integrated learning (CLIL) or English-medium instruction (EMI)—characterized by the use of a foreign language as a teaching device. In tertiary education, the implementation of bilingual programs demands the use of professional and academic language, communicative skills, and training in methodological abilities. The challenge for lecturers is considerable and they have reported the demanding overload of work, effort, and time, but training in dual-focused teaching is essential to achieve goals successfully. Job shadowing is suggested as a training tool focused on developing bilingual professional skills, knowledge, and competences through observation, action, and reflection while accompanying a professional.

scholarly journals Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

2020 ◽  
Vol 10 (1) ◽  
pp. 73-91
Author(s):  
Joseph Siegel
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Student Body ◽  
University Campuses ◽  
Student Comprehension ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Low Levels ◽  
Effectiveness And Efficiency ◽  
The Impact

AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Doğan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay ◽  
Samantha Curle
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Grade Point ◽  
Content Learning ◽  
English Medium Instruction ◽  
Positive Effect ◽  
Academic Content

Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

scholarly journals Workshop Dan Pendampingan Pembuatan Game Edukasi Berbasis Android Bagi Guru SDN 2 Cakranegara

2021 ◽  
Vol 1 (2) ◽  
pp. 23-29
Author(s):  
Muhammad Makki ◽  
Dyah Indraswati ◽  
Muhammad Erfan ◽  
Aisa Nikmah Rahmatih ◽  
Vivi Rachmatul Hidayati
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Educational Games ◽  
Visual Learning ◽  
Face To Face ◽  
Learning Content ◽  
Teachers And Students ◽  
Service Activity ◽  
The Face ◽  
Face To Face Learning

The Covid-19 pandemic has led to policies that make teachers and students have to adapt the face-to-face learning model to online learning. The teacher of SD N 2 Cakranegara admits that there are limitations to the variety of audio-visual learning media used. The teachers also don't know and have never tried to develop game games with learning content, even though Android-based games are very possible to be developed and accessed portable on smartphones, the majority of which are already owned by teachers and students. The provision of workshops and assistance in making Android-based educational games for SD N 2 Cakranegara teachers aims to improve skills in creating and developing learning media in the form of educational games and maximizing the use of smartphones. The targeted output in this service activity is the existence of educational games that are ready to be used for the online learning process through appsgeyser.com and quickappninja.com.  

scholarly journals Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching

2021 ◽  
Vol 20 (1) ◽  
pp. 86-102
Author(s):  
Remedios C Bacus
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Belief Systems ◽  
English Language Teaching ◽  
Language Classes ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Language Teaching Methods ◽  
Personal Assessment

To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language methods, and (b) teachers’ beliefs and their practices. Analysis of responses also revealed the pedagogic parameters of practicality and particularity in the conduct of their English language classes. Teachers continually engage in the cycle of personal assessment to increase their autonomy in formulating enlightened choices responsive to the students’ needs. It is imperative that English teachers be engaged in programs that support their awareness of local exigencies to strengthen their belief systems on post-method pedagogy.

scholarly journals Online self-assessment materials: do these make a difference to student learning?

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Mary Peat
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
First Year Experience ◽  
Full Time ◽  
Self Assessment ◽  
Small Shift ◽  
Face To Face ◽  
Time Work ◽  
Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206 

English as a foreign language in Azerbaijan: English teaching in the post-Soviet era

English Today ◽  
2010 ◽  
Vol 26 (1) ◽  
pp. 9-14 ◽  
Author(s):  
Ulker Shafiyeva ◽  
Sara Kennedy
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Methodology ◽  
Rigorous Approach ◽  
Linguistic System ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Traditional Language

During the Soviet era, language teaching methodology in the Union of Soviet Socialist Republics (USSR) was premised on promoting a deep knowledge of a language's grammar and vocabulary. To this end, the selection of texts was centrally mandated, and teaching techniques and activities were carefully controlled and monitored. This rigorous approach to language teaching had both benefits and drawbacks for teachers and students. In response to the drawbacks of traditional Soviet methodology, some teachers and teacher trainers in former Soviet republics are currently promoting communicative language teaching, also known as the communicative approach. Communicative language teaching, as opposed to more traditional Soviet teaching methodology, emphasizes learning to use language to communicate rather than learning language solely as a linguistic system. However, the implementation of communicative language teaching has been problematic, for reasons ranging from government policies to teachers' beliefs and training to students' expectations. The purpose of this article is twofold. We first describe important characteristics of traditional Soviet language teaching methodology and the consequences of that methodology for language learning. Then, we explore the challenges of transforming traditional language teaching methodology (for the teaching of English as a foreign language, in particular) in post-Soviet republics, using Azerbaijan as a specific example.

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