How English is Conceptualized in English-Medium Instruction in High School and University Settings
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In English-medium instruction (EMI), students’ learning of English is an implicit aim. Previous literature has shown that content teachers make considerable efforts to address linguistic challenges that students encounter in EMI classrooms. However, there has been little research interest given to the way English is conceptualized in EMI settings. To implement EMI effectively, there needs to be a consensus on which English to be acquired by students in EMI classes. This article reports on a study that examined how content teachers and course coordinators in two different EMI settings conceptualized the English language. Data were collected from semi-structured interviews with two course coordinators and four EMI teachers and lecturers, classroom observations of their classes and institutional documents in a public high school and a private university in South Korea. Transcription of the interview was analysed using the thematic analysis method and inductive and deductive coding approaches. The findings of the study revealed a discrepancy in the way English was conceptualized by the course coordinators and the content teachers. While the course coordinators perceived the English language as similar to the one taught in English as second language classes, the opposite was the case for content teachers and lecturers. It was found that the content teachers and lecturers viewed English they used for EMI teaching as more discipline-specific. Thus, the language that students are expected to learn in EMI classes would not be frequently used for everyday conversation outside of the classrooms.
Abstract
In English-medium instruction (EMI), students’ learning of English is an implicit aim. Previous literature has shown that content teachers make considerable efforts to address linguistic challenges that students encounter in EMI classrooms. However, there has been little research interest given to the way English is conceptualized in EMI settings. To implement EMI effectively, there needs to be a consensus on which English to be acquired by students in EMI classes. This article reports on a study that examined how content teachers and course coordinators in two different EMI settings conceptualized the English language. Data were collected from semi-structured interviews with two course coordinators and four EMI teachers and lecturers, classroom observations of their classes and institutional documents in a public high school and a private university in South Korea. Transcription of the interview was analysed using the thematic analysis method and inductive and deductive coding approaches. The findings of the study revealed a discrepancy in the way English was conceptualized by the course coordinators and the content teachers. While the course coordinators perceived the English language as similar to the one taught in English as second language classes, the opposite was the case for content teachers and lecturers. It was found that the content teachers and lecturers viewed English they used for EMI teaching as more discipline-specific. Thus, the language that students are expected to learn in EMI classes would not be frequently used for everyday conversation outside of the classrooms.
참고문헌 (25)
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