Affordance of English-Medium Instruction Contexts in Taiwan

Autor/inn/en	Huang, Yi-Ping; Jhuang, Wun-Ting
Titel	Affordance of English-Medium Instruction Contexts in Taiwan
Quelle	In: Taiwan Journal of TESOL, 12 (2015) 1, S.1-34 (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Statistical Analysis; Language of Instruction; Foreign Countries; Cultural Awareness; Qualitative Research; Case Studies; Correlation; Immersion Programs; Course Selection (Students); Context Effect; International Education; Foreign Students; Native Speakers; Course Content; Student Attitudes; College Students; Language Teachers; College Faculty; Language Proficiency; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Statistische Analyse; Teaching language; Unterrichtssprache; Ausland; Cultural identity; Kulturelle Identität; Qualitative Forschung; Case study; Fallstudie; Case Study; Korrelation; Immersionsprogramm; Course selection; Student; Students; Kurswahl; Internationale Erziehung; Muttersprachler; Kursprogramm; Schülerverhalten; Collegestudent; Language teacher; Sprachunterricht; Fakultät; Language skill; Language skills; Sprachkompetenz
Abstract	The proliferation of English-medium instruction (EMI) in nonnative English-speaking (NNES) contexts has compelled researchers to explore the challenges students face in such environments. Mostly quantitative in nature with foci on language-related difficulties in one type of institution or curriculum, these studies obscure the complexity of NNES students' learning of content via English. Through the lens of "affordance" in van Lier's (2000, 2004a, 2004b, 2007, 2008b) ecology of language education, this qualitative case study examines learning opportunities afforded by two types of EMI contexts in Taiwan: selective EMI courses and an immersion program. Findings showed that despite the limited attention to cultural affordance, more content and language affordances were cognized and acted on in the design where students displayed more interest in subjects, instructors held higher expectations, and flexibility in selection of courses was allowed. As such, this paper underscores the primacy of interests, educational levels, and background knowledge in individual factors; the provision of sufficient English and cultural affordances in contextual factors; and the dynamics between the two in students' learning of content via English. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://tjtesol.nccu.edu.tw
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01