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Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials
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In: ISSN: 0346-251X ; System ; https://hal.archives-ouvertes.fr/hal-03521668 ; System, Elsevier, 2022, 105, pp.102727. ⟨10.1016/j.system.2022.102727⟩ (2022)
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| 2 |
Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School
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In: Sustainability; Volume 14; Issue 4; Pages: 2168 (2022)
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"El inglés me hizo sentirme orgulloso de mí mismo" : La evolución de las identidades imaginadas de los estudiantes de Grado de Educación Primaria en inglés
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EMI and the Teaching of Cultural Studies in Higher Education: A Study Case
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| 5 |
English as a Medium of Instruction in Learning Professional Skills for Engineers
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| 6 |
Training teachers of English as a medium of instruction: The use of metadiscourse devices
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 177-192 (2022)
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MEDIZINISCHES ENGLISCH LERNEN DURCH AUTHENTISCHE FILME: EXTRA-SPRACHLICHE FAKTOREN, DIE ZUM STUDIUM DER MEDIZINISCHEN TERMINOLOGIE BEITRAGEN ...
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MEDIZINISCHES ENGLISCH LERNEN DURCH AUTHENTISCHE FILME: EXTRA-SPRACHLICHE FAKTOREN, DIE ZUM STUDIUM DER MEDIZINISCHEN TERMINOLOGIE BEITRAGEN ...
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Bilinguals’ Emotion and Language: An Exploratory Study of Korean-English Bilinguals’ Experience of and Expression of Shame ...
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| 11 |
A Phenomenological Study of How Black South African University Students Experience Cultural Identity in an English-medium Instruction Context
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In: Doctoral Dissertations and Projects (2021)
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Abstract:
The purpose of this phenomenological study was to describe the experience of cultural identity in an English-medium instruction context for Black university students in South Africa. Data were collected from 10 Black South African university students representing a cross-section of South African society. In-depth individual interviews were used as the primary data collection method complemented by a focus group interview and self-reflection letters written to a hypothetical new student in which the participant recalls his or her experience with cultural identity. Data analysis followed Moustakas’ methodology involving bracketing biases, horizonalization, organizing and classifying significant statements into themes, writing the textural and structural descriptions of participants’ experiences, then integrating the textural and structural descriptions into a unified statement of the essences of the experience of the phenomenon. The findings from this study demonstrate that English as a foreign language student’s cultural identity negotiation is influenced by a complex and intense interaction of multiple cultures. The participants expressed a tension between the received traditions of his or her tribal communities and the call to national identity. In the social context of the university, the participants were further presented with English as the dominant culture embodied in the language of instruction. Significantly, the participants’ experience of cultural conflict with the dominant culture was regulated by his or her level of English-language proficiency and involvement in a social support group.
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Keyword:
Africa; Cultural Identity; Education; Educational Leadership; EMI; Phenomenology; Self-efficacy
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URL: https://digitalcommons.liberty.edu/doctoral/2843
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=3902&context=doctoral
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| 12 |
Towards a Sustainable Classroom Ecology: Translanguaging in English as a Medium of Instruction (EMI) in a Finance Course at an International School in Shanghai
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In: Sustainability ; Volume 13 ; Issue 19 (2021)
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| 13 |
Study Abroad in Sweden: Japanese Exchange Students’ Perspectives of Language Use in University EMI Courses
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In: Languages; Volume 7; Issue 1; Pages: 3 (2021)
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| 14 |
EMI in non-linguistic courses in Chinese Higher Education : stakeholders' perceptions and learning outcomes
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| 15 |
Alternation between L1 (Italian) and L2 (English) in Three CLIL and EMI Contexts
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Costa, F. (orcid:0000-0002-5478-9575). - : Cambridge Scholars Publishing, 2021. : country:GBR, 2021. : place:Newcastle Upon Tyne, 2021
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| 16 |
EMI Stakeholders and Research in the Italian Context. Moving Towards ICLHE?
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Costa, F. (orcid:0000-0002-5478-9575). - : Bozen University Press, 2021. : country:ITA, 2021. : place:Bolzano, 2021
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| 17 |
Can you see what I mean? A multimodal approach to interactional competence in English-Medium Instruction
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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| 18 |
Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
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| 19 |
Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
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Dafouz, Emma. - : Universidad de Alicante. Departamento de Filología Inglesa, 2021
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| 20 |
Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs
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