刊讯｜SSCI 期刊《国际双语教育与双语制》2022年第2期

International Journal of Bilingual Education and Bilingualism

Volume 25, Issue 2 (2022)

    International Journal of Bilingual Education and Bilingualism（SSCI一区，2021 IF：3.165）2022年第2期共发文19篇，内容涉及代际语言传播、社区语言、移民儿童语言发展、第二语言教学等相关主题。

目录

■Students’ reasons for community language schooling: links to a heritage or capital for the future?by Janica Nordstrom  Pages 6-17

■English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers by David BlockA Pages 24-40

■Intergenerational language transmission in Quebec: patterns and predictors in the light of provincial language planning by Ruth Kircher  Pages 45-59

■Parent–Child translanguaging among transnational immigrant families in museums by Jungmin Kwon Pages 60-72

■Performative functions of multilingual policy in second language education in Sweden by Christina Hedman、Ulrika Magnusson Pages 76-90

■Learning from the 1991 law exams incident by Georgina Tuari StewarPages 18-23

■Invisible experiences, muted voices, and the language socialization of Québec, migrant-background students by Alexa Ahooja,Susan Ballinger Pages l-5

■Lexical crosslinguistic influence in Basque-Spanish bilinguals’ English (L3) writing by María Orcasitas-Vicandi Pages 91 

■Word search sequences in teacher-student interaction in an English as medium of instruction context by Derya Duran，Salla Kurhila,Olcay Sert  Pages 110-122

■The impact of second- and third-language learning on language aptitude and working memory   by Ting Huang ，Hanneke Loerts，Rasmus Steinkrauss Pages 91 

■An ERP investigation on the second language and emotion perception: the role of emotion word type  by Chenggang Wu，Juan Zhang,Zhen Yuan Pages 110-122

■Academic and English language outcomes for DLLs as a function of school bilingual education model: the role of two-way immersion and home language support    by Ellen J. Serafini ，Nadine Rozell，Adam Winsler  Pages 91 

■CLIL teachers’ reflections and attitudes: surviving at the deep end by Nina Lazarević  Pages 110-122

■Success in English Medium Instruction in China: significant indicators and implications  by Wanying Xie，Samantha Curle Pages 91 

■To what extent does parental educational background affect CLIL learners’ content subject learning? Evidence from research in Spain  by Nicolas Robin，Frederic Anciaux，Guillaume R. Coudevylle Pages 110-122

■Spanish lecturers’ beliefs about English medium instruction: STEM versus Humanities by Hanne Roothooft Pages 91 

■Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students’ perceptions of native and non-native English-speaking content teachers and their experiences  by Xuyan Qiu，Chang Fang Pages 110-122

■A showdown between bilingual and mainstream education: the impact of language of instruction on learning subject content knowledge by Huub Oattes，Ruben Fukkink，Ron Oostdam，Rick de Graaff，Arie Wilschut  Pages 110-122

摘要

Students’ reasons for community language schooling: links to a heritage or capital for the future?

Janica Nordstrom   Sydney School of Education and Social Work, The University of Sydney, Sydney, Australia

Abstract 

Community language schools have grown to become significant educational language providers worldwide. Schools operate as global grassroot initiatives (Liddicoat and Taylor-Leech [2014]. “Micro Language Planning for Multilingual Education: Agency in Local Contexts.” Current Issues in Language Planning 15 (3): 237–244.), and the last 20 years has seen a steep incline of important research in these schools, exploring their aims, purposes, practices, and how they serve their communities. A sturdy body of research is thus emerging, focussing primarily on schools within large immigrant communities of Asian background. This study aims to contribute to our understanding of the aims and purpose of these schools by drawing on findings from a study situated within with in a smaller, immigrant community. Taking a poststructural approach to language learning, this ethnographic study drew on investment theory (Norton [2010]. “Identity, Literacy, and English-language Teaching.” TESL Canada Journal 28 (1): 1–13; [2013]. Identity and Language Learning: Extending the Conversation. 2nd ed. Bristol: Multilingual Matters; Norton and Toohey [2011]. “Identity, Language Learning, and Social Change.” Language Teaching 44 (4): 412–446) and in particular imagined communities (Anderson [1983]. Imagined Communities. London: Verso; [1991]. Imagined Communities: Reflections on the Origin and Spread of Nationalism. Rev ed. New York: Verso) and cultural capital (Bourdieu [1985]. “The Social Space and the Genesis of Groups.” Social Science Information 24 (2): 195–220) to understand students’ reasons for attending a Swedish community language school in Australia. Seven students (aged 12–16) were interviewed. Findings from the thematic analysis that students were able to re-invest their heritage language proficiencies as bilingual markers of distinction, thus liberating themselves from monoglossic ideologies often underpinning these schools (e.g. Blackledge and Creese [2010]. Multilingualism: A Critical Perspective. London: Continuum).

Key words  Community languages；heritage languages；mother tongue education；bilingual education；ethnic language school；identity construction

English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers

David Block    Departament d'Angles i Lingistia, ICREA& Universitat de Lleida, Lleida, Spain

Balbina Moncada-Comas   Departament d'Angles i Lingistia, ICREA& Universitat de Lleida, Lleida, Spain

Abstract 

This paper explores how three Science, Technology, Engineering and Mathematics (STEM) lecturers working in English-medium instruction (EMI) grapple with the prospect of self-positioning as English-language-teachers (ELTs), drawing on interviews in which they explicitly deny acting in this way. It begins with essential background, first discussing key concepts such as EMI, internationalization, Englishization in higher education and ‘CLIL-ised EMI’, the latter understood as what happens when EMI is reframed as sharing key characteristic with Content and Language Integrated Learning (CLIL) – language teaching. The paper then outlines the main focus – the notion that STEM specialist EMI lecturers might, on occasion, act as ELTs – examining selected findings from previous research exploring this topic. This discussion is followed by further background information about the context and the methodological framework adopted here, a revised version of Positioning Theory. These preliminaries aside, the paper presents a series of excerpts from interviews with informants, which then serve to construct a narrative about EMI lecturers as ELTs. In the face of informants’ resistance to this identity, the paper ends with some thoughts on what has been learned, both in this context and further afield.

Key words English-medium instruction；identity；positioning theory；Foucauldian gaze；resistance

Intergenerational language transmission in Quebec: patterns and predictors in the light of provincial language planning

Ruth Kircher  Mercator European Research Centre on Multilingualism and Language Learning,Fryske Akademy, Leeuwarden, Netherlands

Abstract

The study presented here is the first empirical investigation of the patterns and predictors of the intergenerational transmission of French in Quebec. An online questionnaire was used to gather data from 274 parents from different mother tongue (L1) groups: L1 French, L1 English, L1 French and English, and L1 Other. The results show that L1 French-and-English-speaking parents and L1 Other parents displayed particularly low rates of French transmission. Three variables were found to be significant predictors of the intergenerational transmission of French: having it as one’s L1, high proficiency, and positive attitudes towards the language on the solidarity dimension. The same three variables were also found to be significant predictors for the intergenerational transmission of English in Quebec, indicating that they may not be merely language-specific. Not significant for either French or English were language used with partner, attitudes on the status dimension, Quebec-based social identity, migration background, and location within Quebec. Further research is needed to ascertain whether the identified predictors are context-specific, and what other variables are at play. The article discusses the implications of this study’s findings for theory as well as for language planning in Quebec, and especially the potential effectiveness of acquisition and prestige planning.

Key words   Language contact；intergenerational language transmission；language choices；language attitudes；language proficiency；language planning

Parent–Child translanguaging among transnational immigrant families in museums

Jungmin Kwon  Department of Curriculum and Teaching, Teachers College, Columbia University, New York, NY, USA

Abstract

A transnational turn on language and literacy urges increased attention on the flexible languaging practices of immigrant children who cross the boundaries of languages, cultures, nations, and beyond. This study examines how immigrant children and parents from transnational immigrant families engaged in translanguaging in museums during their temporal visits to their parental homeland, South Korea. Audio recordings of parent-child interactions, fieldnotes from six different museums, and artifacts and documents relevant to the visits were collected as part of a larger multi-sited ethnographic study. The findings illuminate the Korean immigrant parents’ extensive knowledge of their history and culture, as well as their unique ways of engaging their children in meaning-making processes utilizing their multilingual repertoires and multimodal tools. The study also highlights the children’s active agency in learning about their heritage by making full use of their communicative repertoires in a strategic manner. Through the concerted efforts of parent-child translanguaging, the children were able to engage in transformative learning opportunities that bridged multiple generations and extended transnational connections. Results from the study show the importance of creating a space that allows immigrant children to engage in translanguaging practices that are transnational knowledge-rich and multimodal tool-supported.

Key words Immigrant children；translanguaging；transnationalism；parent–child interaction；museum；multilingualism

Performative functions of multilingual policy in second language education in Sweden

Christina Hedman  Department of Language Education, Stockholm University Stockholm, Sweden

Ulrika Magnusson  Department of Language Education, Stockholm University Stockholm, Sweden

Abstract  

This paper targets the aim of ‘strengthening the students’ multilingualism’ in a second language subject in Sweden, Swedish as a second language (SSL), which represents a relatively rare L2 design internationally. The study investigates how ideological space for multilingualism with regard to this aim opens implementational space at the classroom level [Hornberger. 2002. “Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach.” Language Policy 1 (1): 27–51]. We draw on ethnographic fieldwork in three linguistically diverse upper secondary schools in Sweden, where SSL is a parallel subject to Swedish, free of choice, and is taught by qualified teachers. Ideological and implementational space was found to be primarily for empowering students and valorizing their multilingualism and less for learning functions and pedagogical multilingual practices. Some students emphasized multilingual aspects as being empowering and as a reason for choosing SSL, indexing the performative function [Fairclough. 2014. “Semiotic Aspects of Social Transformation and Learning.” In The Discourse Studies Reader. Main Currents in Theory and Analysis, edited by Johannes Angermuller, Dominique Maingueneau, and Ruth Wodak, 378–387. Amsterdam: John Benjamins] of macro-level policy in combination with teacher agency. We argue that in spite of the brevity of the formulated multilingual macro policy and its restricted ‘potential space’ [Johnson 2011. “Implementational and Ideological Spaces in Bilingual Education Language Policy, Practice, and Research.” In Bilingual Education and Bilingualism: Educational Linguistics in Practice: Applying the Local Globally and the Global Locally, edited by Frances M. Hult and Kendall A. King, 126–139. Bristol, GBR: Multilingual Matters], it still had a significant bearing at the local level. This finding reinforces the importance of researching established macro-multilingual policies in situ in education.

Key words  Second language instruction；Swedish as a second language；student perspectives；equality in education；contrastive insights

Learning from the 1991 law exams incident

Georgina Tuari Stewar   School of Education, Auckland University of Technology, Auckland, New Zealand

Abstract 

This article revisits a moment in the recent history of education in Aotearoa New Zealand when te reo Māori as a language of the university came under intense scrutiny. The original incident took place in 1991 in Hamilton, Aotearoa New Zealand, when two students of Waikato Law School wrote answers in te reo Māori to an examination question relating to the Treaty of Waitangi. The students later laid a formal complaint about how their answers had been marked, which resulted in a report by the committee appointed to investigate. This useful report is part of a rich archive on this incident, and the Law School itself, in relation to the aspiration to provide a ‘bicultural’ legal education. This article revisits the 1991 exams incident through this textual corpus, focusing on discussions about te reo Māori as an academic language. The 1991 law exams incident is a useful example for illuminating wider questions relating to bicultural education in Aotearoa New Zealand.

Key words Biculturalism；bilingualism；indigenous legal education；Te reo Māori (the Māori language)；Waikato Law School

Invisible experiences, muted voices, and the language socialization of Québec, migrant-background students

Alexa Ahooja  Faculty of Education, McGill University, Montreal, QC, Canada

Susan Ballinger  Faculty of Education, McGill University, Montreal, QC, Canada

Abstract 

This case study examines the second language socialization of migrant-background (MB) students (n = 8) enrolled in a Greater Montréal public primary school, where the language of instruction is French. This examination includes MB students’ experiences learning French and learning through French, and the impact of their knowledge of other languages on their academic experiences. Teachers’ beliefs, perceptions, and experiences working with MB students were also investigated to outline participants’ needs and challenges in this school context. Data collection included classroom observations (approx. 13 hours), observations of students’ in-class peer interactions, six teacher interviews, two focal group interviews with students, and two individual interviews with parents. Findings reveal that learners were socialized to be French speakers, but as non-native speakers, they are also socialized as deficient French speakers. Students’ other languages were not valued or viewed as a resource, although findings include signs that students secretly used these resources to support their learning.

Key words Plurilingualism；multilinguals；language socialization；migrant students；mainstream classrooms

 Lexical crosslinguistic influence in Basque-Spanish bilinguals’ English (L3) writing

María Orcasitas-Vicandi  Department of English, German and Translation and Interpreting, University of the Basque Country, Vitoria-Gasteiz, Spain

Abstract 

The present research examines the effects of a number of factors on crosslinguistic influence (CLI) in Basque-Spanish bilinguals’ third language (L3) writing. The main focus is on the levels of adapted and non-adapted loan words as illustrative of CLI. A quantitative analysis explores the impact of typology and proficiency in the target and the source-languages. Language proficiency was evaluated in 399 compositions, 133 written in each language (Basque, Spanish and English). The adapted and non-adapted loan words found in English compositions were classified according to their source-language, word category, word class and type/token categories. The results pointed at language typology as the main predictor of the source-language of CLI. Additionally, a linear association was detected between the learners’ degree of proficiency in the target language and the frequency of the CLI instances or adapted and non-adapted loan words. The overall results show that bilingual students use their entire linguistic repertoire to write in their third language (English).

Key words Bilingualism；third language acquisition；crosslinguistic influence (CLI)；language transfer；L3-writing

Word search sequences in teacher-student interaction in an English as medium of instruction context

Derya Duran a Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland

Salla Kurhila b Department of Finnish, Finno-Ugrian and Scandinavian Studies, University of Helsinki, Helsinki, Finland

Olcay Sert c Mälardalen INteraction and Didactics (MIND) Research Group, Mälardalen University, Västerås, Sweden

Abstract 

This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices deployed by the students in the course of a word search. We revealed that word searches are constructed through publicly visible resources (i.e. gaze, body orientation, gestures) and explicit formulaic expressions (i.e. how can I say it?), and accomplished via bilingual resources. It was also observed that the teacher does not orient to word searches when there is a need to interactionally monitor and manage the repairable content (i.e. pedagogical content, subject-specific word), thus prioritizing content over second language (i.e. English) use in the current content-oriented setting. The study contributes to our understanding of how the participants’ situated roles as a student and teacher are contingently negotiated in the ongoing word search in bilingual classroom contexts.

Key words  Classroom interaction；code-switching；conversation analysis；English as a medium of instruction；word searches

The impact of second- and third-language learning on language aptitude and working memory

Janica Nordstrom   Sydney School of Education and Social Work, The University of Sydney, Sydney, Australia

Ting Huang   Center for Language and Cognition (CLCG), University of Groningen, the Netherlands

Hanneke Loerts

Rasmus Steinkrauss

Abstract 

An increasing number of adults learn more than one foreign language simultaneously. While the cognitive benefits of using multiple languages from birth have been studied extensively, little is known about possible cognitive benefits of learning multiple languages simultaneously in adulthood. Among the cognitive abilities which play a role in language learning, language aptitude (LA) and working memory (WM) are argued to be crucial. Traditionally considered relatively stable, recently they are advocated to be changeable. For example, one could imagine that learning new sounds, words, and structures in a language might both enhance the ability to temporarily hold and manage information (WM) and improve the ease with which subsequent languages are learnt (LA). Therefore, this study investigates whether LA and WM change while learning languages, and whether language learning intensity, i.e. learning one versus two foreign languages simultaneously, modulates this effect. Participants consisted of first-year and second-year Chinese university students majoring in English or English & Japanese/Russian. Data were collected twice with an interval of one academic year. The results show that all learners improved in certain aspects of LA and WM, and that among the first-year students, the two-foreign-languages learners outperformed their counterparts in WM improvement. The implications are discussed.

Key words L2 and L3 learning；language aptitude；working memory

An ERP investigation on the second language and emotion perception: the role of emotion word type

Chenggang Wu a Faculty of Education, University of Macau, Macau, People’s Republic of China; c Center for Cognitive and Brain Sciences, University of Macau, Macau, People’s Republic of China

Juan Zhang  a Faculty of Education, University of Macau, Macau, People’s Republic of China;c Center for Cognitive and Brain Sciences, University of Macau, Macau, People’s Republic of China

Zhen Yuan  b Faculty of Health Sciences, University of Macau, Macau, People’s Republic of China;c Center for Cognitive and Brain Sciences, University of Macau, Macau, People’s Republic of China

Abstract 

It is well established that emotion is extensively influenced by language. However, previous studies mainly focus on the first language (L1) rather than the second language (L2). The current study explored whether L2 shapes emotion perception in masked priming paradigm by distinguishing emotion-label words (e.g. fear, pride) and emotion-laden words (e.g. breakup, mother). Twenty-three Chinese-English bilinguals were instructed to judge the valence of the emotional pictures that were followed by masked and briefly presented L2 emotion words. Behavioral results showed that emotional pictures primed by negative emotion-label words were processed faster and more accurate than primed by emotion-laden words. Event-related potential results further revealed that emotional pictures elicited smaller N300 primed by negative emotion-label words than by emotion-laden words. The converging evidence suggests that second language can also modulate emotion perception fast and automatically, and such modulation is dependent on emotion word type.

Key words Emotion-label words；emotion-laden words；emotional picture；valence ；second language

Academic and English language outcomes for DLLs as a function of school bilingual education model: the role of two-way immersion and home language support

Ellen J. Serafini a Department of Modern and Classical Languages, George Mason University, Fairfax, VA, USA

Nadine Rozell b Curry School of Education and Human Development, University of Virginia, Charlottesville, VA, USA

Adam Winsler c Department of Psychology, George Mason University, Fairfax, VA, USA 

Abstract  

This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language proficiency and 5th grade standardized achievement in reading and math and grade point average (GPA) for five cohorts of DLLs followed throughout elementary school. Participants had been enrolled in public pre-K programs or received childcare subsidies to attend center- or family-childcare from 2002 to 2007 in Miami-Dade County, Florida (N = 20,870). Controlling for several student-level background variables correlated with educational outcomes, correlational and multiple regression analyses revealed that bilingual, rather than monolingual, forms of instruction were associated with acquiring English faster and superior performance in all measures of 5th grade academic achievement. Importantly, two-way immersion models that support the home language and culture and integrate language majority and minority learners were associated with faster English acquisition, which mediated the link between Two-Way Immersion (TWI) programs and higher GPAs. We discuss the implications of our findings for educational policy and practice and highlight future research directions.

Key words  Bilingual educationdual ；language immersion；home language instructiondual ；language learners；language minorities

CLIL teachers’ reflections and attitudes: surviving at the deep end

Nina Lazarević  English Department, Faculty of Philosophy, University of Niš, Niš, Serbia

Abstract 

The present study is a mixed methods approach that explores subject teachers’ views on teaching sciences in English in a context where English is a foreign language, as well as how different teaching philosophies and school atmosphere may influence their work in bilingual science classes. The study was conducted with high school teachers from two schools in Niš, Serbia, that have been involved in a nation-wide project of teaching science subjects in English, within a framework that is conceptualized as CLIL. The data gathered from questionnaires, a focus-group interview, and informal interviews and observations with the subject teachers show that there are several challenges that teachers meet: regarding the legal requirements, organization of CLIL instruction, teachers’ language proficiency, material usage and development, and teacher development and support.

Key words English-medium ；CLILEFL；secondary education；teacher attitudes；Serbia

Success in English Medium Instruction in China: significant indicators and implications

Wanying Xie  Department of Education, University of Bath, Bath, United Kingdom

Samantha Curle  Department of Education, University of Bath, Bath, United Kingdom

Abstract  

This article reports a mixed-methods study that investigates academic success in English Medium Instruction (EMI) at a Chinese state university. Questionnaire, exam score (n = 100), and semi-structured interview data (n = 29) was collected from second-year undergraduate students majoring in Business Management. Content-related language proficiency, perceived success, and motivation were explored as possible significant predictors of academic success in EMI. Business English proficiency was a statistically significant predictor, highlighting that students with a lower level of proficiency need supplementary linguistic support in order to fully succeed in their EMI studies. Language learning motivation did not predict academic success, echoing previous findings (Rose, H., S. Curle, I. Aizawa, and G. Thompson. 2019. “What drives success in English medium taught courses?” The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education 0 (0): 1–13. doi:10.1080/03075079.2019.1590690). Perceived success in EMI did predict actual success in EMI, highlighting the need to enhance students’ perceptions of their own ability to succeed in EMI. Qualitative data revealed that students’ perceptions of success in EMI centred around content knowledge acquisition, improved English proficiency, knowledge application and transformation, and forming new modes of thinking. Practical implications for pedagogy are discussed.

Key words English medium instruction (EMI);Business English proficiency;Motivation;Perceptions of Success in EMI;English for Specific Purposes (ESP)

To what extent does parental educational background affect CLIL learners’ content subject learning? Evidence from research in Spain

Juan de Dios Martínez Agudo    Department of Didactics of Social Sciences, Languages and Literatures, University of Extremadura, Badajoz, Spain

Abstract 

Since CLIL (Content and Language Integrated Learning) implementation is context-dependent, this cross-sectional quantitative study aims at assessing the impact of parental educational background on CLIL learners’ content subject learning. Statistically significant differences in Science knowledge emerged in favour of bilingually educated learners at the end of Compulsory Secondary Education. Both inter- and intra-group comparisons were conducted between the experimental (CLIL) and control (non-CLIL) cohorts in each educational stage. While non-significant inter-group differences were found in Science knowledge according to parental educational background in both educational stages, statistically significant intra-group differences by contrast emerged in favour of those CLIL and non-CLIL learners whose mothers had university education, particularly in Primary Education. Non-significant intragroup differences were also observed in favour of those non-CLIL learners whose parents attended university who performed better in Science at the end of Compulsory Secondary Education. Thus, the potentially intervening variable controlled for the study (parental educational background) exerts some differential effect on content subject knowledge in both cohorts, especially at the end of Primary Education. Results from discriminant analyses provided evidence that CLIL learners’ educational achievement can also be attributed to parental educational background, particularly to the involvement and homework help provided by the highest educated mothers.

Key words  CLIL education;socioeconomic status;parental educational background;content subject knowledge;homework help;the highest educated mothers

Effects of tropical climate and language format on imagery ability among French-Creole Bilinguals

Nicolas Robin  a Faculté des Sciences du Sport, Université des Antilles, Pointe-à-Pitre, France

Frederic Anciaux  b College of Teaching Profession and Educational of the Academy of Guadeloupe, INSPE, Pointe-à-Pitre, France

Guillaume R. Coudevylle  a Faculté des Sciences du Sport, Université des Antilles, Pointe-à-Pitre, France

Abstract 

This study examined how a tropical climate (i.e. hot and wet climatic environment) and different language instructions, in French and in Creole, could affect imagery ability on French-Creole bilingual in the French West Indies. Participants were divided into two groups: Half of them completed the French Movement Imagery Questionnaire (MIQ-F), the others realized the Creole version (MIQ-C), in Neutral Climate (NC) then in Tropical Climate (TC). The results of this original study showed that participants had lower visual and kinaesthetic MIQ-F and kinaesthetic MIQ-C imagery scores, but had higher visual MIQ-C imagery scores, in TC than in NC. Poor imagers had significant lower kinaesthetic MIQ-F, and better visual MIQ-C imagery scores in TC than in NC. The results of this study suggested that imagery language instruction can modulate the influence of tropical climate on imagery ability. The difference between Creole and French language effects on cognition as imagery is discussed.

Key words Imagery ability;bilingual;French-Creole;tropical environment

Spanish lecturers’ beliefs about English medium instruction: STEM versus Humanities

Hanne Roothooft  Department of Human Sciences and Education, Public University of Navarre, Pamplona, Spain

Abstract  

More and more European universities are implementing English Medium Instruction (EMI) programs, but such policies tend to be top-down and pay insufficient attention to contextual factors such as the degree of internationalization of the universities involved, or the actual subject taught and the perceived role of English in that subject. To understand such contexts better, it is essential to listen to the voices of the professionals actually involved in the transition to EMI, namely the lecturers themselves. This study focuses specifically on EMI lecturers’ beliefs in the Spanish context, and uses narrative frames to contrast the views of STEM and Humanities lecturers. In line with previous research, most of the 59 lecturers who completed our narrative frame indicated that they focused on content and not on language. Some differences in opinion between STEM and Humanities lecturers were found, especially with regard to changes in teaching style and L1 use. More Humanities teachers than STEM teachers felt that they had changed their teaching style. Humanities teachers also imposed stricter controls on L1 use, although overall attitudes to L1 use appeared to be determined more by other issues, such as the presence of international students, than by the actual subject in question.

Key words English Medium Instruction (EMI);lecturer beliefs;teacher cognition;higher education

Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students’ perceptions of native and non-native English-speaking content teachers and their experiences

Xuyan Qiu a School of Education and Languages, The Open University of Hong Kong, Homantin, Kowloon, Hong Kong

Chang Fang b School of Chemistry and Chemical Engineering, South China University of Technology, Guangzhou, People’s Republic of China

Abstract  

The globalisation of higher institutions has led to the emergence of EMI courses offered by faculty with diverse cultural and linguistic backgrounds. Existing literature has revealed that the cultural and linguistic backgrounds of English language teachers affect their teaching behaviour. However, this issue is relatively under-explored among EMI content teachers. This study explored 101 Chinese undergraduate students’ perceptions of two categories of content teachers – native English-speaking EMI teachers and local (non-native English-speaking) EMI teachers – regarding their teaching behaviour and practices. Their perceptions were collected via a questionnaire survey and interviews, which were then triangulated by class observation of teachers’ actual practices. Specifically, the students perceived that native English-speaking teachers adopted more interactive teaching approaches with diverse activities and various modalities of communication, but lacked intercultural competence. In comparison, local teachers obtained intra-cultural competence and thus could communicate with students about their learning difficulties. Their instruction was more intelligible but rather teacher-dominated. Students favoured interactive and efficient EMI courses with a primary focus on content. The findings provide insights for the implementation of the EMI curriculum and the development of EMI teachers’ expertise.

Key words  English-medium instruction;native/non-native;student’s perspective;teaching behaviour;EMI effectiveness

A showdown between bilingual and mainstream education: the impact of language of instruction on learning subject content knowledge

Huub Oattes  a Centre for Applied Research in Education (CARE), Amsterdam University of Applied Sciences, Amsterdam, The Netherlands

Ruben Fukkink   a Centre for Applied Research in Education (CARE), Amsterdam University of Applied Sciences, Amsterdam, The Netherlands;b Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands

Ron Oostdam  a Centre for Applied Research in Education (CARE), Amsterdam University of Applied Sciences, Amsterdam, The Netherlands;b Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands

Rick de Graaff c Faculty of Humanities, Languages and Communication, Utrecht University, Utrecht, The Netherlands

Arie Wilschut  a Centre for Applied Research in Education (CARE), Amsterdam University of Applied Sciences, Amsterdam, The Netherlands

Abstract 

Bilingual education has become popular in many countries in the last two decades. It is generally acknowledged that learning a second language (L2) through subject content has a positive impact on students’ L2 learning, but there is less agreement on whether this also applies to learning subject content knowledge in and through L2. This cross-sectional study compared Dutch pre-university mainstream and bilingual education students in grades 7 and 9 on a history knowledge test, taking into consideration the language of instruction and testing. Students were also tested on their motivation to learn and affinity with history, because of the alleged higher motivation bilingual education students bring to the classroom. Multilevel analyses showed that bilingual education students in grade 7 lagged behind in the English part of the test but performed at the same level in the Dutch part. 9th bilingual education graders on the other hand performed significantly better on the knowledge test than 9th mainstream graders in both L2 and L1, thus providing evidence for the non-detrimental effect of bilingual education on the acquisition of subject content knowledge.

Key words  Bilingual secondary education ;subject content knowledge;history education;language of instruction;knowledge testing

期刊简介

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International Journal of Bilingual Education and Bilingualism is an international, peer-reviewed journal publishing high-quality, original research. Please see the journal's Aims & Scope for information about its focus and peer-review policy.

Please note that this journal only publishes manuscripts in English.

International Journal of Bilingual Education and Bilingualism accepts the following types of article: articles, book reviews.

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