First and Second Language Use in English Medium Instruction Contexts

Autor/inn/en	Macaro, Ernesto; Tian, Lili; Chu, Lingmin
Titel	First and Second Language Use in English Medium Instruction Contexts
Quelle	In: Language Teaching Research, 24 (2020) 3, S.382-402 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168818783231
Schlagwörter	Teaching Methods; Language of Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Native Language; Code Switching (Language); Course Content; Language Teachers; College Faculty; Teacher Attitudes; Intellectual Disciplines; Foreign Countries; Language Usage; Student Attitudes; Chinese; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kursprogramm; Language teacher; Sprachunterricht; Fakultät; Lehrerverhalten; Geisteswissenschaften; Ausland; Sprachgebrauch; Schülerverhalten; China; Chinesen
Abstract	Although there is a wealth of research on the use of the first language (L1) in English as a foreign language (EFL) classrooms, there is as yet very little research of this kind in classrooms where the prime pedagogical objective is to teach academic content through English as a second language (English medium instruction; EMI). It is important to begin filling this gap because a purported aim of content-based programs is to expose students to large quantities of the target language. We investigated the practices of five EMI teachers in a Chinese university and measured the reactions of their students both quantitatively and qualitatively. Our findings show that these teachers switched to the L1 rarely (although with considerable differences among the teachers) and mostly to explain both simple and complex concepts in their academic disciplines. Although students were unperturbed by the switches to the L1, some felt that the teacher could have made more of an effort to explain it in L2 first. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01