EMI Teachers' Perceptions and Practices Regarding Culture Teaching in Chinese Higher Education

Autor/inn/en	Huang, Wenhong; Fang, Fan
Titel	EMI Teachers' Perceptions and Practices Regarding Culture Teaching in Chinese Higher Education
Quelle	In: Language, Culture and Curriculum, 36 (2023) 2, S.205-221 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Wenhong) ORCID (Fang, Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2115056
Schlagwörter	Higher Education; Language of Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Cultural Awareness; Intercultural Communication; Universities; Taxonomy; Teaching Methods; College Faculty; Intellectual Disciplines; Comparative Analysis; Authentic Learning; Code Switching (Language); Language Usage; Native Language; Instructional Materials; STEM Education; Humanities; Social Sciences; Teacher Attitudes; China + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; University; Universität; Taxonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Geisteswissenschaften; Sprachgebrauch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; STEM; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lehrerverhalten
Abstract	Although the potential of English as a Medium of Instruction (EMI) for intercultural learning and teaching is acknowledged, few studies have explored the teaching of culture in EMI programmes in higher education contexts. Thus, this study examined the perceptions and practices that six EMI teachers from a variety of disciplines have of culture and cultural instruction at a Chinese university. Data were obtained from 24 classroom observations and six post-observation interviews. Drawing on Larzen-Ostermark's tripartite culture-teaching orientations and Rasouli and Moradkhani's culture-teaching taxonomy, the findings revealed that teachers with a humanities and social sciences background had a fluid and dynamic view regarding the understanding of culture, while teachers with a science, technology, engineering and mathematics background did not recognise the need to incorporate cultural instruction into their EMI classes. In analysing classroom data, five categories of cultural instruction were identified: contrast, authentic material, groupwork, codeswitching and guided discussion of culture. The five categories are mainly in line with the affective and action orientations in Larzen-Ostermark's three-orientation framework. The paper concludes by exploring the implications of the study's findings for EMI policymakers and EMI teacher training programmes. (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	2024/1/01