From the perspective of translanguaging and instruction theories, this Open Access book examines Chinese English Medium Instruction (EMI) lecturers’ linguistic and pedagogical characteristics. This book demonstrate that ‘English’ in EMI is not a monolingual issue and EMI lecturers have applied their bilingual advantages to systematically and strategically advance their pedagogy practices through a translanguaging process.
This book reflects upon EMI lecturers’ culture-imbedded teaching and learning philosophies and explores the implications of local classroom practices, such as topic-centered instruction and teacher presentation through demonstration. This book argues that EMI teaching is not an approach that can reach universal consent across linguistic, cultural and educational systems; it is an approach that is exclusively contextualised in the lecturers’ closely related cultural and educational system, and restricted by the available resources.
This is an open access book.
Author(s): Jinghe Han
Series: SpringerBriefs in Education
Publisher: Springer
Year: 2022
Language: English
Pages: 133
City: Cham
Acknowledgments
Contents
About the Author
List of Figures
List of Tables
Chapter 1: English Medium Instruction: Expanding Notions of English Hegemony and Colonization
1.1 Introduction
1.2 Research into English Medium Instruction
1.3 The Context of EMI Teaching and Research in China
1.4 The Research Supporting This Book
1.4.1 Data Collection
1.5 Book Structure
References
Chapter 2: Conceptualization of English Medium Instruction
2.1 Introduction
2.2 Conceptualizing ‘ENGLISH’ in EMI
2.2.1 Should Native English Be the Norm for EMI Lecturers?
2.2.2 Is It ‘English’ or ‘Englishes’ in EMI?
2.2.3 Translanguaging – The Nature of EMI Teaching
2.3 The ‘MEDIUM’ in EMI
2.3.1 Impacts of Medium on Language Use
2.3.2 Medium in Relation to Mode, Field, Tenor and Context
2.4 The ‘INSTRUCTION’ in EMI
2.5 Conclusion
References
Chapter 3: Chinese Lecturers’ Pedagogical Position and Instructional Practice in EMI Teaching
3.1 Introduction
3.2 Pedagogy and Approaches to Instruction
3.3 Literature of Pedagogical Positioning and Instructional Practice in China
3.3.1 The EMI Lecturers’ Perception of Teaching and Learning
3.3.2 EMI Lecturers’ Additional Comments
3.3.3 The Design Features of EMI Lecturers’ Instruction
3.3.4 Topic-Based Versus Problem-Centered Instruction
3.3.5 Instruction Linking Prior and New Knowledge
3.3.6 Teacher Talk and Knowledge Demonstration/Explanation by the Lecturer
3.3.7 New Knowledge Application and Integration by the Students in the Real World
3.4 The Chinese Lecturers’ Pedagogical and Instructional Choice – Cultural or Rational?
3.5 Lecturers’ Discipline Knowledge and Teaching
3.6 Learners–Passive in Behavior but Active in Thinking
3.7 Conclusion
References
Chapter 4: Chinese EMI Lecturers’ Engagement Strategies
4.1 Introduction – Does the Choice of Pedagogy and Instruction Impact Engagement?
4.2 Engagement as a Concept
4.3 Data – EMI Teaching and Engagement
4.3.1 Cognitive Strategies – Chinese EMI Lecturers’ Strength
4.3.2 Emotional Engagement – Distancing Students for Complex Reasons
4.3.2.1 Rare Engagement Through Humor and Personal Narratives
4.3.2.2 Emotional Engagement Through Moral Education
4.3.3 Limited Behavioral and Managerial Engagement
4.4 Linguistic Features in Engagement Activities
4.5 Discussion – Engagement, Language and Tenor?
4.6 Conclusion
References
Chapter 5: Cross-Linguistic Influence: Bilingual EMI Lecturers’ English and Chinese Entwined
5.1 Introduction
5.2 Cross-Linguistic Influence
5.2.1 Negative vs Positive or Explicit vs Implicit Transfer
5.3 L1-Influenced English Identified in the EMI Lecturers’ Teaching
5.3.1 Phonological Influence – Consonants, Vowels and Consonant-Vowel Complex
5.3.2 L1 Influence on the Syntactic Structure of English
5.3.3 EMI Lecturers’ Semantic Transfer
5.3.4 EMI Lecturers’ Conceptual Transfer
5.3.5 Reverse Transfer
5.4 Discussion
5.4.1 Nativeness – An Aspiration for EMI Lecturers
5.5 Conclusion
References
Chapter 6: Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers
6.1 Introduction
6.2 Research into Bilinguals’ Pragmatic Transfer and Pragmatic Markers
6.3 Functional Categorization of Pragmatic Markers
6.4 Pragmatic Strategies in the Chinese Lecturers’ EMI Classes
6.4.1 Conceptual Cognitive Markers
6.4.2 Interpersonal Markers
6.4.3 Organizational Markers – Causation, Collection and Continuity, Description, Comparison and Problem/Solution
6.4.4 Pragmatic Markers in EMI and CMI
6.5 Discussion – The Influential Factors to the Chinese Lecturers’ Pragmatic Strategies
6.5.1 Pedagogical Influence
6.5.2 Contextual Influence
6.5.3 Influence from Subject Matter
6.5.4 Language Influence
6.6 Conclusion
References
Chapter 7: When Structuralism and Post-structuralism Collide: EMI Lecturers’ Monolingual Ideology and Translanguaging Practice
7.1 Introduction
7.2 A Post-structuralist Theorization of Translanguaging
7.2.1 Going ‘Between’ and ‘Beyond’ Languages
7.2.2 Translanguaging as a Process
7.2.3 Multilingual Ideology of Translanguaging
7.2.4 Translanguaging as Pedagogical Practice
7.2.5 Translanguaging Identity
7.3 Chinese EMI Lecturers’ Language Ideology vs Translanguaging Practice
7.3.1 EMI Lecturers’ Monolingual vs Bi/Multilingual Ideology
7.3.2 EMI Lecturers’ Language Identity
7.3.3 Translanguaging Practice as the Norm in EMI Teaching
7.3.3.1 Translanguaging as a Scaffolding Strategy
7.3.3.2 Translanguaging for Facilitating the EMI Lecturers’ Own Cognitive Process
7.3.4 Translanguaging for Emotional Connection with Students
7.4 Discussion
7.5 Conclusion
References
Chapter 8: The Research on English Medium Instruction and a Proposed Constructivist EMI Teaching Framework
8.1 The Research
8.2 Summary of the Research
8.3 A Proposed Constructivist EMI Teaching Framework
8.4 A Brief Epilogue
References
