Development of EMI Teacher Language Awareness: Does Team Teaching Help?

Autor/inn/en	Xu, Jinfen; Zhang, Shanshan
Titel	Development of EMI Teacher Language Awareness: Does Team Teaching Help?
Quelle	In: Language and Education, 36 (2022) 4, S.362-377 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Shanshan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.2025244
Schlagwörter	Team Teaching; Global Approach; International Education; Language of Instruction; English (Second Language); Second Language Learning; Metalinguistics; Content and Language Integrated Learning; Language Teachers; Video Technology; Teacher Attitudes; Teaching Methods; Teacher Education; Second Language Instruction; Faculty Development; College Faculty; Foreign Countries; China + Suchen Sie Ihr Suchwort? Teamteaching; Globales Denken; Internationale Erziehung; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Metalanguage; Metasprache; CLIL; Lernkonzept; Language teacher; Sprachunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Fremdsprachenunterricht; Fakultät; Ausland
Abstract	Globalization and internationalization in higher education have promoted the worldwide popularity of English-medium instruction (EMI) programs. The successful implementation of EMI programs calls for content-language integration, which requires EMI teachers' language awareness. Yet, empirical studies investigating EMI teachers' language awareness still remains scarce. This study aimed to explore the development of language awareness through a Chinese EMI teacher's 10-month team teaching with an English teacher. With data mainly gathered from semi-structured retrospective interviews and video-recorded classroom observation, the study found that the EMI teacher experienced noticeable changes in language awareness and pedagogical practice. This study also yielded some important implications for EMI teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01