Bane or Boon? An Autoethnographic Narrative of the English-Medium Instruction Contradictions in a Chinese University

Autor/inn/en	Qin, Bo; Zhu, Gang; Cheng, Chen; Shen, Liang; Zhang, Aidong
Titel	Bane or Boon? An Autoethnographic Narrative of the English-Medium Instruction Contradictions in a Chinese University
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 2, S.251-262 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Gang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-022-00648-3
Schlagwörter	English (Second Language); Second Language Learning; Language of Instruction; College Faculty; Ethnography; Foreign Countries; Research Universities; International Education; Higher Education; Course Descriptions; Place Based Education; Summative Evaluation; Formative Evaluation; Teaching Styles; Student Centered Learning; Teaching Methods; Direct Instruction; Independent Study; Cooperative Learning; Teacher Attitudes; Masters Programs; Teacher Education; Research Training; Personal Narratives; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Fakultät; Ethnografie; Ausland; Forschungseinrichtung; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursstrukturplan; Lehrstil; Unterrichtsstil; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Selbststudium; Kooperatives Lernen; Lehrerverhalten; Magister course; Magisterstudiengang; Lehrerausbildung; Lehrerbildung; Erlebniserzählung
Abstract	This paper presents the reflections of one of the authors, a junior faculty member, on teaching a master's level, English-medium instruction (EMI) course. The course was titled, "International Research on Teacher Education," and it took place in a Chinese research-intensive university. It was, in part, a response to the need for internationalisation in higher education. The authors explore seven contradictions embedded in the EMI course: (1) teacher-centred vs. student-centred educational beliefs, (2) authoritarian vs. democratic classroom atmosphere, (3) traditional printed materials vs. multi-modal learning resources, (4) direct instruction vs. self-regulated learning, (5) classroom-based teaching vs. place-based learning, (6) individual learning vs. group-based work, and (7) summative assessment vs. formative assessment. The authors apply Engeström's cultural historical activity theory to extrapolate these contradictions. Using student narratives to demonstrate, the titular question of whether the course was a bane or a boon is answered. An autoethnographic or three-dimensional narrative approach was employed to analyse the data in the context of temporality, sociality, and place. Additionally, the authors discuss the dilemmatic space and implications associated with implementing the EMI course in China. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01