Teacher Preferences in Content and Language-Focused Courses in Higher Education: The Case of Turkish EMI Students

Autor/in	Karakas, Ali
Titel	Teacher Preferences in Content and Language-Focused Courses in Higher Education: The Case of Turkish EMI Students
Quelle	7 (2017) 2, S.127-145, Artikel 8 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-1732
Schlagwörter	Foreign Countries; College Students; College Faculty; Teacher Student Relationship; Preferences; English Teachers; Second Language Instruction; Second Language Learning; English (Second Language); Language of Instruction; Native Language; Non English Speaking; Turkey + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Türkei
Abstract	Turkish universities have adopted English as a means of instruction in teaching for quite some time now. Against such a linguistic transformation at universities, little research has been done on students' teacher preferences in EMI settings although researching students' teacher preferences has accumulated a bulk of literature in ESL/EFL research. Therefore, this study explores students' preferences for native and non-native English speaking teachers in content and language-focused courses. The data, gathered through questionnaires, indicate that most students do not make a specific preference for a particular group of teachers. Among the students showing a particular preference, more students were found to be geared towards native teachers to teach them content courses. The interview data, however, showed that many students overwhelmingly opted for non-native English teachers in content courses for various reasons, but with a marked preference for native English teachers in language-focused courses. The findings throw some light on the factors influencing students' preferences towards a particular group of teachers, offering some implications for teacher recruitment and the taken-for-granted assumptions about native and non-native English teachers. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01