Exploring Bilingual Learners' Desires in English-Medium Studies: Evidence from a Thai Private Bilingual School

Autor/in	Liu, Yiqi
Titel	Exploring Bilingual Learners' Desires in English-Medium Studies: Evidence from a Thai Private Bilingual School
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 1, S.80-99 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yiqi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1631750
Schlagwörter	Foreign Countries; Language of Instruction; English (Second Language); Bilingual Education; Student Attitudes; Private Schools; Secondary School Students; Parent Influence; Identification (Psychology); Teacher Influence; Environmental Influences; Value Judgment; English for Academic Purposes; Language Proficiency; Pronunciation; Immersion Programs; Thailand + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Schülerverhalten; Private school; Privatschule; Sekundarschüler; Environmental influence; Umwelteinfluss; Werturteil; Language skill; Language skills; Sprachkompetenz; Aussprache; Immersionsprogramm
Abstract	The last two decades have seen huge changes in the focus of English language education in non-Anglophone countries and jurisdictions around the world. English as a medium of instruction (EMI), as opposed to English as the object of instruction has been burgeoning in many Asian societies. While there is fruitful research on English language teaching and learning in Asia, less attention is drawn to the students' experiences and perceptions about using English to learn academic content. Drawing on data collected in a bilingual secondary school in Bangkok, Thailand, the current study explores EFL learners' perceptions, desires and discursively constructed identities in the EMI academic program. It is found that while the EFL students actively invest in EMI studies under multiple and sometimes contradictory desires shaped and reshaped by desires of their parents and the State as well as themselves, they seem to embrace the hegemony of white, native English. It is therefore suggested that critical and egalitarian multilingualism should be added as an element in the English-medium academic programs in Asia-pacific secondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01