Abstract
The literature on English-medium instruction (EMI) has predominantly focused on contexts where English is not the first language. Little is known about EMI in traditional English-speaking (Anglophone) contexts like Australia, where English is the first language. The highly internationalised Australian higher education has witnessed a growing cohort of foreign-born students and academics, many from non-native English-speaking backgrounds (NESB). Whilst the issue of EMI for NESB students has received increased attention, the EMI-related challenges facing NESB academics have been overlooked. This paper explores communicative and pedagogical challenges and associated strategies of NESB academics as they revealed untold stories about their teaching experiences in this EMI context. It adopts a Vygotsky’s socio-cultural theoretical perspective in conceptualising English as a tool academics appropriate to mediate their teaching. A modified EMI competence framework further elaborates the use of English as a pedagogical and communicative tool. Data were generated through individual interviews and survey questionnaire with NESB academics at an Australian university. Findings revealed multiple challenges facing the academics and strategies they applied to adapt English, as a mediational tool, to effectively mediate their teaching. The study has implications for EMI research in Anglophone contexts and professional development and institutional support for NESB academics.
| Original language | English |
|---|---|
| Number of pages | 22 |
| Journal | Current Issues in Language Planning |
| DOIs | |
| Publication status | Accepted/In press - 2019 |
Keywords
- academic professional development
- Australia
- English-medium instruction
- higher education
- language policy and planning
- sociocultural theory
Cite this
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English-medium instruction in the Australian higher education : untold stories of academics from non-native English-speaking backgrounds. / Dang, Thi Kim Anh; Vu, Thao Thi Phuong.
In: Current Issues in Language Planning, 2019.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - English-medium instruction in the Australian higher education
T2 - untold stories of academics from non-native English-speaking backgrounds
AU - Dang, Thi Kim Anh
AU - Vu, Thao Thi Phuong
PY - 2019
Y1 - 2019
N2 - The literature on English-medium instruction (EMI) has predominantly focused on contexts where English is not the first language. Little is known about EMI in traditional English-speaking (Anglophone) contexts like Australia, where English is the first language. The highly internationalised Australian higher education has witnessed a growing cohort of foreign-born students and academics, many from non-native English-speaking backgrounds (NESB). Whilst the issue of EMI for NESB students has received increased attention, the EMI-related challenges facing NESB academics have been overlooked. This paper explores communicative and pedagogical challenges and associated strategies of NESB academics as they revealed untold stories about their teaching experiences in this EMI context. It adopts a Vygotsky’s socio-cultural theoretical perspective in conceptualising English as a tool academics appropriate to mediate their teaching. A modified EMI competence framework further elaborates the use of English as a pedagogical and communicative tool. Data were generated through individual interviews and survey questionnaire with NESB academics at an Australian university. Findings revealed multiple challenges facing the academics and strategies they applied to adapt English, as a mediational tool, to effectively mediate their teaching. The study has implications for EMI research in Anglophone contexts and professional development and institutional support for NESB academics.
AB - The literature on English-medium instruction (EMI) has predominantly focused on contexts where English is not the first language. Little is known about EMI in traditional English-speaking (Anglophone) contexts like Australia, where English is the first language. The highly internationalised Australian higher education has witnessed a growing cohort of foreign-born students and academics, many from non-native English-speaking backgrounds (NESB). Whilst the issue of EMI for NESB students has received increased attention, the EMI-related challenges facing NESB academics have been overlooked. This paper explores communicative and pedagogical challenges and associated strategies of NESB academics as they revealed untold stories about their teaching experiences in this EMI context. It adopts a Vygotsky’s socio-cultural theoretical perspective in conceptualising English as a tool academics appropriate to mediate their teaching. A modified EMI competence framework further elaborates the use of English as a pedagogical and communicative tool. Data were generated through individual interviews and survey questionnaire with NESB academics at an Australian university. Findings revealed multiple challenges facing the academics and strategies they applied to adapt English, as a mediational tool, to effectively mediate their teaching. The study has implications for EMI research in Anglophone contexts and professional development and institutional support for NESB academics.
KW - academic professional development
KW - Australia
KW - English-medium instruction
KW - higher education
KW - language policy and planning
KW - sociocultural theory
UR - http://www.scopus.com/inward/record.url?scp=85069052459&partnerID=8YFLogxK
U2 - 10.1080/14664208.2019.1641350
DO - 10.1080/14664208.2019.1641350
M3 - Article
AN - SCOPUS:85069052459
JO - Current Issues in Language Planning
JF - Current Issues in Language Planning
SN - 1466-4208
ER -