Learner Resistance to English-Medium Instruction Practices: A Qualitative Case Study

Autor/in	Huang, Yi-Ping
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01