Literaturnachweis - Detailanzeige
Autor/in | Huang, Yi-Ping |
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Titel | Learner Resistance to English-Medium Instruction Practices: A Qualitative Case Study |
Quelle | In: Teaching in Higher Education, 23 (2018) 4, S.435-449 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-2517 |
DOI | 10.1080/13562517.2017.1421629 |
Schlagwörter | Qualitative Research; Case Studies; Language of Instruction; International Education; Higher Education; Undergraduate Students; Business English; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Observation; Confucianism; Teaching Methods; Student Attitudes; International Trade; Accounting; Business Administration Education; Majors (Students); Language Attitudes; Semi Structured Interviews; Taiwan Qualitative Forschung; Case study; Fallstudie; Case Study; Teaching language; Unterrichtssprache; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; English as second language; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Beobachtung; Konfuzianismus; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Trade; International relations; Handel; Internationale Beziehungen; Abrechnung; Buchführung; Buchhaltung; Sprachverhalten |
Abstract | The internationalization of higher education has resulted in the growth of English-medium instruction (EMI) practices and research. The existing EMI research has documented learners' favorable attitudes toward EMI but not necessarily its practices. Learners' dissatisfaction has not been viewed as a form of resistance. Through the notion of learner resistance that underscores agency in defiance, this study examined the occurrences of learner resistance and the reasons for it by investigating Chinese learners' experiences in an undergraduate business English-taught program in Taiwan. Multiple sources of data, including interviews, stories, and class observations, were gathered for analysis. The findings showed that most Chinese learners resisted an unhelpful curriculum, pedagogy, and context. Their resistance may be related not simply to academic disciplines but more importantly to a Confucian Heritage Culture of learning. Such findings highlight learner agency in resisting actions and call for further investigation into potential learner resistance in EMI practices. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |