1 |
English Medium Instruction in China’s higher education: teachers’ perspectives of competencies, certification and professional development
|
|
|
|
Abstract:
Despite the increasing popularity of English Medium Instruction (EMI) for academic subject teaching in China, there is little research regarding the competencies that an EMI teacher needs for effective EMI course delivery and professional development (PD) in the higher education (HE) context. No research has investigated how those can be recognised through certain kinds of certification. This study fills the gap by investigating teachers’ perspectives on competencies, certification and PD of EMI in relation to China through 133 survey returns and 12 semi-structured interviews. Our findings show that teachers have a generally positive attitude on EMI certification and PD programmes though few universities have made either a priority. Competencies required for effective EMI teaching include not only English proficiency and teaching skills through L2 but also skills of instruction in respective academic disciplines. This poses challenges for the design and implementation of EMI PD leading to teacher certification. The lack of official government involvement (at policy level) and institutional involvement (evaluation and faculty promotion) further complicates this issue in a country like China with a top-heavy bureaucracy.
|
|
Keyword:
bilingual education; China; EMI; FFR; medium of instruction; professional development; teacher certification
|
|
URL: https://doi.org/10.1080/01434632.2019.1611838
|
|
BASE
|
|
Hide details
|
|
2 |
Exploring the relationship between linguistic knowledge and strategy use in listening comprehension
|
|
|
|
BASE
|
|
Show details
|
|
3 |
First and second language use in English medium instruction contexts
|
|
|
|
BASE
|
|
Show details
|
|
4 |
The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong
|
|
|
|
BASE
|
|
Show details
|
|
5 |
A systematic review of English Medium Instruction in Higher Education
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
|
|
|
|
BASE
|
|
Show details
|
|
8 |
English medium instruction in universities: A collaborative experiment in Turkey
|
|
|
|
In: Symplectic Elements at Oxford ; Added by author (2016)
|
|
BASE
|
|
Show details
|
|
9 |
Higher Education Teachers’ Attitudes towards English Medium Instruction: A three country comparison
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Students' strategies in response to teachers' second language explanations of lexical items
|
|
|
|
In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
|
|
BASE
|
|
Show details
|
|
11 |
What works better for the learning of concrete and abstract words: Teachers' L1 use or L2-only explanations?
|
|
|
|
In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2014)
|
|
BASE
|
|
Show details
|
|
12 |
Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
|
|
|
|
In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
|
|
BASE
|
|
Show details
|
|
13 |
The influence of learning a second language in primary school on developing first language literacy skills
|
|
|
|
In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
|
|
BASE
|
|
Show details
|
|
14 |
Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
|
|
|
|
In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
|
|
BASE
|
|
Show details
|
|
15 |
Investigating Age in the Use of L1 or English-Only Instruction: Vocabulary Acquisition by Korean EFL Learners
|
|
|
|
In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
|
|
BASE
|
|
Show details
|
|
16 |
Teacher Language Background, Codeswitching, and English-Only Instruction: Does Age Make a Difference to Learners' Attitudes?
|
|
|
|
In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
|
|
BASE
|
|
Show details
|
|
17 |
A systematic review of CALL in English as a second language : Focus on primary and secondary education
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study
|
|
|
|
In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
|
|
BASE
|
|
Show details
|
|
19 |
The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools
|
|
|
|
In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
|
|
BASE
|
|
Show details
|
|
20 |
A systematic review of CALL in English as a second language: Focus on primary and secondary education
|
|
|
|
In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
|
|
BASE
|
|
Show details
|
|
|
|