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E-grāmata: Research Methods in English Medium Instruction [Taylor & Francis e-book]

Edited by (University of Bath, UK), Edited by (The Chinese University of Hong Kong, Hong Kong)
  • Formāts: 138 pages, 9 Tables, black and white; 4 Line drawings, black and white; 1 Halftones, black and white; 5 Illustrations, black and white
  • Sērija : Routledge Research in Higher Education
  • Izdošanas datums: 20-Jul-2021
  • Izdevniecība: Routledge
  • ISBN-13: 9781003025115
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  • Taylor & Francis e-book
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  • Standarta cena: 73,67 €
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Research Methods in English Medium InstructionPalielināt
  • Formāts: 138 pages, 9 Tables, black and white; 4 Line drawings, black and white; 1 Halftones, black and white; 5 Illustrations, black and white
  • Sērija : Routledge Research in Higher Education
  • Izdošanas datums: 20-Jul-2021
  • Izdevniecība: Routledge
  • ISBN-13: 9781003025115
Citas grāmatas par šo tēmu:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Rokasgrāmatas mājas lapa: https://www.taylorfrancis.com/books/9781003025115

EMI researchers from different parts of the world came together to outline the latest research in EMI. The volume includes topics such as classroom interaction, teachers’ and students’ perceptions, language challenges and coping strategies, and translanguaging in EMI classrooms.



In this special edited volume, the Editors and invited English Medium Instruction (EMI) researchers, from different parts of the world, outline the latest research methods in EMI. Providing academic instruction using English is rapidly growing in many countries where English is a second or foreign language and there is a growing interest in researching the effectiveness and affects of EMI across different educational levels. This volume includes chapters on everything from research into classroom interaction, teachers’ and students’ perceptions and motivation, to language challenges and strategies and the pedagogical implications of translanguaging in EMI classrooms. These specific topics were chosen to reflect different approaches to researching EMI.

Each chapter focuses on a specific type of research methodology. It begins with an overview of the literature of the topic under discussion. Then an example study is provided to illustrate how this methodology can be used to investigate EMI. Each chapter identifies the process that the EMI researcher went through to conduct their research, key dilemmas they faced, and focuses particularly on the methodological issues they encountered. By exploring these issues, this volume hopes to inform theory (or the lack thereof) underlying research into the phenomenon of EMI.

This volume is indispensable for EMI: tutors, curriculum developers, policymakers, teachers, as well as students at both undergraduate and postgraduate levels. It is particularly valuable for researchers from across the globe reading in the fields of applied linguistics, language education, English for Academic Purposes (EAP), English Language Teaching (ELT), and Teaching English to Speakers of Other Languages (TESOL).

List of contributors
xi
1 Research Methods For English Medium Instruction In Action
1(15)
Introduction
1(2)
1.1 Research methods in EMI studies
3(5)
1.2 A detailed synopsis, including chapter summaries
8(3)
1.2.1 Proposed structure for each chapter
8(3)
1.3 A description of the target market
11(5)
2 Research Conducted On Classroom Interaction In The English Medium Instruction Context
16(16)
2.1 Overview and context
16(2)
2.1.1 Why researchers are interested in exploring classroom interactions as a method
17(1)
2.1.2 Research planning and design
18(1)
2.2 Amount and pedagogical functions of classroom interactions
18(2)
2.3 Individual teaching strategies of EMI teachers
20(1)
2.4 Codeswitching and translanguaging practices in EMI classrooms
21(1)
2.5 Analytical framework 1: classroom discourse model
22(1)
2.6 Analytical framework 2: pedagogical functions of classroom interaction
23(1)
2.7 Analytical framework 3: communicative approaches
23(1)
2.8 Analytical framework 4: teacher questioning style
24(2)
2.9 Concluding summary
26(6)
3 Trends In Using Questionnaires For Emi Research: Suggestions For Future Improvements
32(14)
3.1 Questionnaires and their significance in EMI
33(1)
3.2 Current trends in EMI
34(1)
3.3 Current research designs in EMI
35(5)
3.4 Suggestions for improving the quality of questionnaires in EMI
40(1)
3.5 Concluding remarks
41(5)
4 Teachers' Cognitions On Motivational Practice In Medium Of Instruction Settings: Lessons Learned In Using Stimulated Recall Interviews
46(15)
4.1 Background of the study
46(2)
4.2 Motivational teaching practice
48(1)
4.3 Teacher cognition
48(1)
4.4 The study
49(7)
4.4.1 Participants
50(1)
4.4.2 Stimulated recall interviews
51(5)
4.4.3 Data analysis
56(1)
4.5 Lessons learned
56(5)
5 Researching Assessment In Emi
61(14)
5.1 Project overview and context
61(2)
5.2 Research planning
63(1)
5.3 Research design
64(2)
5.4 Method in detail
66(3)
5.4.1 Data sources
66(1)
5.4.2 Data analysis
67(2)
5.5 Practical lessons learned
69(2)
5.6 Concluding summary
71(4)
6 Establishing Quality Criteria And An Emi Certification Procedure
75(17)
6.1 EMI teacher assessment -- initial idea for a certification procedure
76(1)
6.2 EMI quality assurance -- how to measure and assess quality
76(2)
6.3 Developing a certification procedure and assessment criteria
78(5)
6.3.1 The certification procedure and evaluation process
78(1)
6.3.2 The criteria for linguistic competencies
79(2)
6.3.3 The criteria for communicative competencies
81(2)
6.4 An excerpt of dual-perspective assessment criteria in practice
83(2)
6.5 Findings, lessons learned, and potential implications
85(7)
7 Corpus Linguistic Methods In Emi Research: A Missed Opportunity?
92(15)
7.1 Introduction
93(2)
7.2 Focus on vocabulary and grammar
95(2)
7.3 Focus on written and spoken discourse
97(3)
7.4 Focus on discourse functions and interaction
100(1)
7.5 Concluding remarks
101(6)
7.5.1 Linguistic demand of EMI programmes
101(1)
7.5.2 Subject-specific linguistic learning outcomes
101(1)
7.5.3 English language development in EMI programmes
102(1)
7.5.4 Discourse organisation and functions in EMI classroom discourse
102(5)
8 Developing A Collaborative Lesson Planning Tool In Emi
107(12)
8.1 Introduction
107(1)
8.2 EMI in Turkey
108(1)
8.3 Collaboration between language specialists and content specialists
109(1)
8.4 Teacher collaboration in higher education context
110(1)
8.5 An intervention: collaboration between a PYP teacher and an EMI teacher
111(2)
8.6 Collaborative Planning Tool (CPT): a framework for EMI teacher collaboration
113(2)
8.7 Limitations
115(1)
8.8 Conclusion
116(3)
9 Researching Translanguaging In Emi Classrooms
119(14)
9.1 Introduction
119(1)
9.2 The study
120(8)
9.2.1 Research planning and design
121(2)
9.2.2 Methodological framework: combining multimodal conversation analysis with an ethnographic approach
123(3)
9.2.3 Methodology in detail
126(2)
9.3 Concluding thoughts
128(5)
Index 133
Jack K.H. Pun is an assistant professor in the Department of English at the City University of Hong Kong. He holds a doctorate in education from the University of Oxford, which explored the teaching and learning process in EMI science classrooms, with a special focus on classroom interactions, use of codeswitching, and teachers and students views of EMI. His research interests lie in EMI and health communication.

Samantha M. Curle is an assistant professor in the Department of Education at the University of Bath, UK. She completed her DPhil at the University of Oxford. She teaches subjects related to applied linguistics and is currently the director of the MRes Programme in Advanced Quantitative Research Methods. Her main research interest lies in factors affecting academic achievement in EMI. Her research has been published in journals such as Language Teaching, Applied Linguistics Review, System, and International Journal of Bilingual Education and Bilingualism.
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