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.

Implementing English-Taught Programmes in Higher Education in Spain

2020 ◽  
pp. 138-150
Author(s):  
Victor Pavón-Vázquez
Keyword(s):  
Higher Education ◽  
International Students ◽  
Foreign Language ◽  
Language Learning ◽  
Bilingual Programs ◽  
University Policy ◽  
Material Resources ◽  
Institutional Profile ◽  
Definition Of ◽  
The University

The acceptance of English as the lingua franca of the academic world has triggered the flourishing of different approaches to promote the learning of English as a foreign language in higher education. Under the umbrella of supranational regulations (as in the case of Europe), the promise of linguistic gains runs parallel with the necessity to attract international students, to promote the international and institutional profile for the universities, and to enhance employability for graduates. At the university of Córdoba, studies or courses taught through a foreign language are part of a larger university policy, and the decisions were based on clear definition of content and language learning outcomes and human and material resources available. This chapter describes the implementation of bilingual programs at this university, offering a picture of the challenges and problems that emerged and of the initiatives that were adopted.

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.

scholarly journals English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University

2021 ◽  
Vol 13 (2) ◽  
pp. 339-367 ◽  
Author(s):  
Isabel Tejada-Sanchez ◽  
Mario Molina-Naar
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
Internationalization Of Higher Education ◽  
Learning Support ◽  
Internationalization Process ◽  
Structured Interviews ◽  
English Medium Instruction ◽  
Contextual Awareness

This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationalization process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document analysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants’ perceptions are associated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articulation amongst its participants.

Tertiary education language learning: a collection of research

2021 ◽  
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Tertiary Education ◽  
Applied Linguistics ◽  
Research Work ◽  
Language Education ◽  
Valuable Contribution ◽  
University Curriculum ◽  
Specific Focus ◽  
Teacher Trainers

Despite the contributions language centres across the globe have made to language education and higher education in general, few publications have a specific focus on research work produced by language centre faculty. The purpose of this reviewed, edited volume entitled Tertiary education language learning: a collection of research, consisting of eight chapters, is to fill some of this gap by giving insights into the type of research conducted in various fields of applied linguistics in a university language centre context. The volume may be of interest to university language centre practitioners and researchers, university policymakers and administrators, general language practitioners, teacher trainers, and university curriculum academic bodies. The editors hope that the present publication will be viewed as a valuable contribution to the literature and a worthy scholarly achievement.

Language ideology of English-medium instruction in higher education

English Today ◽  
2019 ◽  
Vol 36 (4) ◽  
pp. 40-46 ◽  
Author(s):  
Mohammad Mosiur Rahman ◽  
Manjet Kaur Mehar Singh
Keyword(s):  
Higher Education ◽  
Language Ideology ◽  
Tertiary Education ◽  
Medium Of Instruction ◽  
Common Language ◽  
Language Policies ◽  
Growing Body ◽  
English Medium Instruction ◽  
Global Language ◽  
Economic Motives

English-medium instruction (EMI) has been perceived as a key strategy through which universities, propelled by academic, political, social and economic motives, respond to the influence of globalisation (Altbach & Knight, 2007). This has been fuelled by the fact that English, defined as the global common language, is needed to create the knowledge base in global tertiary education (Fishman, 2000). In the process, English has become the universal second language of advanced education (Brumfit, 2004), due to the value attached to the language in present times and the advantage of using the language in the existing global language order (Zhang, 2017). These motivations have contributed to the global phenomenon of English being the medium of instruction (MOI), and higher education has been the venue where EMI could be implemented more consistently (Dearden, 2014). This has resulted in the generation of a growing body of work on how universities plan their language policies (Liddicoat, 2016).

Motivations to enrol in EMI programmes in China: an exploratory study

2022 ◽  
Vol 0 (0) ◽  
Author(s):  
Janina Iwaniec ◽  
Weihong Wang
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Learning Motivation ◽  
Learning Content ◽  
Language Learning Motivation ◽  
Job Opportunities ◽  
Language Classroom ◽  
English Medium Instruction ◽  
The Common ◽  
Learning Journal

Abstract A recent interest in English Medium Instruction (EMI) has led to the flourishing of studies that examine motivation in EMI classrooms. Some of these studies tend to compare language learning motivation of students who are and are not enrolled in EMI programmes (see e.g. Doiz, Aintzane, David Lasagabaster & Juan Manuel Sierra. 2014. CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal 42(2). 209–224; Sylvén, Liss Kerstin & Amy S. Thompson. 2015. Language learning motivation and CLIL: Is there a connection? Journal of Immersion and Content-Based Language Education 3(1). 28–50), showing that EMI learners are typically more motivated than their peers in non-EMI contexts. This has led to the common perception that learners enrol in EMI primarily to improve their English. Yet, there is a dearth of comprehensive studies exploring learners’ reasons behind their enrolment in EMI programmes and how these change throughout their studies. To address this gap, 247 university students from a range of universities across China filled in the questionnaire, which included scales pertaining to reasons for choosing an EMI programme. The data were analysed in SPSS. The results show that enhanced future job opportunities, opportunities for contact with an international community as well as potential gains in learning content and language specific vocabulary are the most strongly endorsed drivers that motivate EMI students to undertake their studies in English. They also tend to pursue their ideal visions of themselves as bilingual professionals and derive pleasure from EMI classes. To a lesser extent, students are motivated by what is expected of them and the actual pedagogy in the language classroom. Their motivation tends to stay stable over their years of study. However, the survey also revealed that not all students are equally motivated and resolved to continue with EMI studies. The findings highlight that, whereas students tend to be strongly motivated, there is a potential to improve the delivery of EMI courses.

How to kill two birds with one stone: EMI teachers’ needs in higher education in China

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiao Lan Curdt-Christiansen ◽  
Bin Gao ◽  
Baoqi Sun
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Institutional Support ◽  
Teaching Quality ◽  
Content Learning ◽  
Higher Education In China ◽  
Training Programmes

Abstract Since their implementation in China’s tertiary education system two decades ago, EMI programmes have been reported largely less successful and more problematic than envisioned. Although portrayed as killing two birds with one stone, whereby both subject content learning and English language proficiency can be achieved in the same classroom, EMI has in reality been revealed to present a series of thorny problems, from teaching quality to learning achievements, from teachers’ insufficient language proficiency to students’ unsatisfactory academic outcomes. This paper addresses one of the critical issues in EMI implementation: what teachers need in order to bring about successful language learning as well as adequate subject content learning. Data sources include a questionnaire collected from different disciplinary programmes across universities in China (n = 158), and interviews of nine lecturers from both key and non-key universities. The results suggest that the needs of these EMI lecturers cover a variety of areas, including institutional support as well as needs for professional and pedagogical training. Our findings indicate that there are similarities and differences in teacher needs between key and non-key universities with regard to institutional support and training programmes. The findings suggest that epistemic environments as well as goal-oriented pedagogical activities and adequate discourse strategies are necessary to enhance the learning experience of the students, facilitate the integration of content and language learning, and empower teachers and students to identify the best classroom practices. The needs analysis is instrumental for developing both in-service and pre-service training programmes for EMI implementation in higher education and crucial if the goal of ‘killing of two birds with one stone’ is to be achieved.

scholarly journals A systematic review of English medium instruction in higher education

2017 ◽  
Vol 51 (1) ◽  
pp. 36-76 ◽  
Author(s):  
Ernesto Macaro ◽  
Samantha Curle ◽  
Jack Pun ◽  
Jiangshan An ◽  
Julie Dearden
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Language Learning ◽  
Detrimental Effect ◽  
Research Evidence ◽  
University Teachers ◽  
Content Learning ◽  
Key Stakeholders ◽  
Teachers Beliefs ◽  
English Medium Instruction

After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research outputs with those from other phases of education. An in-depth review of 83 studies in HE documents the growth of EMI in different geographical areas. We describe studies which have investigated university teachers’ beliefs and those of students before attempting to synthesise the evidence on whether teaching academic subjects through the medium of English as a second language (L2) is of benefit to developing English proficiency without a detrimental effect on content learning. We conclude that key stakeholders have serious concerns regarding the introduction and implementation of EMI despite sometimes recognising its inevitability. We also conclude that the research evidence to date is insufficient to assert that EMI benefits language learning nor that it is clearly detrimental to content learning. There are also insufficient studies demonstrating, through the classroom discourse, the kind of practice which may lead to beneficial outcomes. This insufficiency, we argue, is partly due to research methodology problems both at the micro and macro level.

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