Teaching approaches and language proficiency in English-medium instruction teaching
Conference poster, 2024
This pilot study investigates the relationship between the English language proficiency of EMI teachers and their teaching approaches. Teachers (n = 82) from three universities in Sweden completed tests of productive and receptive knowledge of general and academic vocabulary. The teachers also answered the Approaches to Teaching Inventory, a questionnaire that indicates variation in teachers’ approaches to teaching (Trigwell et al., 2005). The findings reveal a significant correlation between the English proficiency of EMI teachers and teacher-focused teaching: teachers with lower levels of English proficiency were more likely to adopt a teacher-centered approach. This research contributes to the continued discussion about quality in internationalized HE.
References
Dang, T. K. A., & Vu, T. T. P. (2020). English-medium instruction in the Australian higher education: Untold stories of academics from non-native English-speaking backgrounds. Current Issues in Language Planning, 21(3), 279–300. https://doi.org/10.1080/14664208.2019.1641350
Doiz, A., & Lasagabaster, D. (2021). Analysing EMI Teachers’ and Students’ Talk about Language and Language Use (pp. 34–55). https://doi.org/10.4324/9781003134534-3
ESG (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Brussels, Belgium.
Malmström, H. & Pecorari, D. (2022). Språkval och internationalisering: Svenskans och engelskans roll inom forskning och högre utbildning. Språkrådet (Institutet för språk och folkminnen). Retrieved (2023-11-17): http://sprakochfolkminnen.diva-portal.org/smash/record.jsf?pid=diva2%3A1619750&dswid=7977
Sahan, K., Rose, H., & Macaro, E. (2021). Models of EMI pedagogies: At the interface of language use and interaction. System, 101, 102616. https://doi.org/10.1016/j.system.2021.102616
Trigwell, K., Prosser, M., & Ginns, P. (2005). Phenomenographic pedagogy and a revised Approaches to teaching inventory. Higher Education Research & Development, 24(4), 349–360. https://doi.org/10.1080/07294360500284730
Author
Marie Vander Borght
Chalmers, Communication and Learning in Science, Language and Communication
Hans Malmström
Chalmers, Communication and Learning in Science, Language and Communication
Marcus Warnby
University of Gothenburg
Umeå, Sweden,
Subject Categories
General Language Studies and Linguistics
Pedagogy