scholarly journals AN INSTRUMENT FOR ENGLISH MEDIUM INSTRUCTION (EMI) CLASSROOM OBSERVATION IN HIGHER EDUCATION

2020 ◽  
pp. 221
Author(s):  
Ron Martinez ◽  
Francisco Fogaça ◽  
Eduardo Henrique Diniz de Figueiredo
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Bilingual Education ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Official Language ◽  
Observation Instrument ◽  
English Medium Instruction ◽  
Development And Validation

AbstractClasses taught through English in higher education (in countries where English is not an official language) is a growing phenomenon worldwide. In Brazil the trend has only emerged in the last decade, and has faced some resistance on many fronts, including among professors.  One of the concerns raised by professors is related to their identity: essentially, are instructors who teach through a foreign language delivering a class that is qualitatively different?  For example, are they as able to interact with the students in the same way they would in their L1?  In order to move beyond mere conjecture regarding these and related questions, the present study describes the development and validation of a classroom observation instrument designed to be used (or adapted for use) by researchers wishing to investigate issues surrounding, especially, interactivity in English Medium Instruction in higher education settings.Key words: EMI, classroom interaction, bilingual education, internationalization ResumoAulas ministradas no ensino superior por meio de língua inglesa (em países onde o inglês não é um idioma oficial) é um fenômeno crescente no mundo acadêmico. No Brasil, a tendência só surgiu na última década e tem enfrentado certa resistência em muitas frentes, inclusive entre os professores. Uma das preocupações levantadas por docentes é relacionada à identidade: isto é, será que os professores que ensinam através de uma língua estrangeira ministram uma aula qualitativamente diferente? Por exemplo, será que eles conseguem interagir com os alunos da mesma maneira que eles conduzem uma aula na primeira língua? Para ir além da mera conjectura sobre essas e outras questões relacionadas, o presente estudo descreve o desenvolvimento e a validação de um instrumento de observação de aula projetado para ser usado (ou adaptado para uso) por pesquisadores que desejam investigar questões relacionadas, principalmente, à interatividade didática quando em contextos de Inglês como Meio de Instrução em inglês no âmbito do ensino superior.Palavras chave:EMI, Inglês como Meio de Instrução, ensino bilingue, internacionalização

scholarly journals Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University

2021 ◽  
Vol 11 (3) ◽  
pp. 9-33
Author(s):  
Sotiria Pappa ◽  
Josephine Moate
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Identity ◽  
Teacher Educators ◽  
Sense Of Self ◽  
Language Awareness ◽  
Face To Face ◽  
English Medium Instruction ◽  
The Relationship

Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education.

scholarly journals Classroom Interaction Patterns in EFL Task- Based Classroom

2018 ◽  
Vol 3 (2) ◽  
pp. 186
Author(s):  
Bobi Arisandi
Keyword(s):  
Foreign Language ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Interaction Patterns ◽  
Study Program ◽  
English As Foreign Language ◽  
The Third ◽  
Language Classroom ◽  
Based Instruction ◽  
Task Based Instruction

The research was conducted to find out the interaction pattern that emerged when lecturer used Task-Based Instruction in EFL (English as a Foreign Language) classroom at the third semester of English Study Program of Sekolah Tinggi Keguruan and Ilmu Pendidikan Muhammadiyah Kotabumi-Lampung. Researcher used third semester of speaking class students as the participants. The data was taken by using three instruments which were classroom observation, questionnaire and interview. The research was qualitative research. The result of this study revealed a conclusion.  There were two kinds of interaction in the classroom during the use of Task-Based Instruction. The interactions that emerged were student-lecturer interaction and student-student interaction. The finding of this research can be beneficial as suggestions in two following area; theoretical and practical. In the theoretical area, this research can be useful for enriching the existing theory of classroom interaction, especially for teaching English as Foreign Language in Indonesia. On practical area, this research can be useful for lecturer to broaden the understanding toward classroom interaction and researcher for further research on classroom interaction.

An ambivalent picture

2021 ◽  
Author(s):  
Françoise Le Lièvre
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Cultural Diversity ◽  
Language Policy ◽  
The Other ◽  
Official Language ◽  
European Policy ◽  
Language Practice ◽  
The Law ◽  
The One

In France, English has a hegemonic position in many domains, including education, despite European policy promoting linguistic and cultural diversity to better integrate citizens in democratic processes. In 2013, the Fioraso law modified the Toubon law by allowing French universities to teach in a foreign language. Under the law, the choice of English at the expense of any other foreign language seems to have become practice. However, this practice clashes with long-standing criticism of Englishization in France. In this chapter an ambivalent picture of Englishization in French higher education arises, revealing tensions between criticism and official language policy on the one hand and language practice on the other. Translingual practices in France generate a different view of Englishization in higher education

scholarly journals Effectiveness of Online vs Offline classes for EFL Classroom : a study case in a higher education.

2020 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
NURUL RACHMAH
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Perception ◽  
Classroom Interaction ◽  
Online Classroom ◽  
Efl Students ◽  
Study Case

With the increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning. Online and Offline class, particularly in developing countries, in its early stages and not without its challenges. This study exposed 16 EFL students  of university Ibnu Khaldun responses to an online classroom and offline classroom. And investigates common student perceptions of the online lesson as compared with offline lessons to identify the effectivness between online and offline class. The method use data analysis adopted from questionnaires using qualitative (Likert scale questions) and quantitative (open-ended questions) approaches provided data for content analysis to determine common student perception. The result, more students associated in-class lessons. They felt  more interest, due to better understanding, classroom interaction with the lecturer and student, and enjoy during the lesson. The student prefer  to the offline larning than online learning.  Keyword : Online class, Offline class and English Foreign Language (EFL)

scholarly journals Students’ use of power in Foreign Language classroom interaction

2014 ◽  
pp. 123
Author(s):  
Patricia Kim Jiménez Niño
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Structured Interviews ◽  
Power Sources ◽  
Language Classroom ◽  
Aprendizaje Colaborativo ◽  
The Ideal

AbstractThis paper reports the findings of a study which targeted to explore the way as undergraduate students express and use power in classrooms. It also aimed at finding out the sources of students’ power and their viewpoints about the issue. The population was two groups of prospective English teachers from the Modern Languages Program, at Universidad Pedagógica y Tecnológica de Colombia. Direct classroom observation, a teacher’s journal, and semi-structured interviews were the main sources for gathering information. The findings were grouped into four categoriesdealing with leadership, sources of students’ power, the ideal type of power in classrooms, and some wrong assumptions about power.Key words: classroom-interaction, collaborative learning, power sources, students’ power relations, and types of power. ResumenEste escrito relata los resultados de un estudio que tuvo por objeto explorar la manera como estudiantes de pregrado expresan y usan el poder en las aulas de clase. El estudio también intentó averiguar las fuentes de poder de los estudiantes y sus puntos de vista sobre el tema. Los participantes fueron dos grupos de futuros profesores de inglés del Programa de Idiomas Modernos de la Universidad Pedagógica y Tecnológica de Colombia. Las principales fuentes para recolectar información fueron observación directa de clase, un diario del profesor y entrevistas semi-estructuradas. Los hallazgos fueron agrupados en cuatro categorías relacionadas con liderazgo, fuentes de poder en los estudiantes, el tipo ideal de poder y algunas creencias erróneassobre el poder.Palabras clave: interacción de clase, aprendizaje colaborativo, fuentes de poder, relaciones de poder entre estudiantes y tipos de poder.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

PROBLEM-BASED SITUATIONS USE IN THE PROCESS OF FOREIGN LANGUAGE TEACHING AT LAW HIGHER EDUCATION ESTABLISHMENTS

2018 ◽  
pp. 18-22
Author(s):  
Galina Grigor’evna Korsakova ◽  
◽  
Natal’ya Vyacheslavovna Zinevich ◽  
Zhanna Petrovna Popadina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching
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