Providing effective delivery in English: Exploring challenges and strategies of academics from non-native English speaking backgrounds

Thi Kim Anh Dang, Thao Thi Phuong Vu

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Abstract

The Australian higher education context has seen an increasing number of international students and academics, including those from a non-native English speaking (NNES) background. Whilst the issue of the English language as a means of communication for NNES international students has been well researched, the communicative and pedagogical challenges facing educators, especially those from NNES backgrounds, in teaching and supervising students in English have been overlooked. This paper aims to explore the challenges in teaching using English as a medium of instruction (EMI) and associated strategies of academics from NNES backgrounds. Adopting a Vygotsky’s socio-cultural theoretical perspective, the study conceptualises EMI as a mediational tool academics appropriate in mediating their teaching delivery. This study adopted a mixed-method approach, using semi-structured individual interviews and survey questionnaire with academics from a range of disciplines, including STEM (Science, Technology, Engineering & Mathematics) and HASS (Humanities, Arts, and Social Sciences) disciplines, at an Australian university. Findings revealed multiple communicative and pedagogical challenges facing academics in providing effective delivery in English. The study also reveals strategies successful academics applied to adapt the tool – the English language- to effectively mediate their teaching delivery for student learning. The findings have implications for professional development programs and institutional support for NNES academics teaching in contexts with English as a native language. The findings could also contribute to supporting academics develop effective delivery in EMI and facilitate curriculum transformation in the ever changing context of higher education.
Original languageEnglish
Title of host publicationResearch and Development in Higher Education
Subtitle of host publicationCurriculum Transformation
EditorsRuth Walker, Simon Bedford
Place of PublicationHammondville NSW Australia
PublisherHigher Education Research and Development Society of Australasia
Pages117-127
Number of pages11
Volume40
ISBN (Print)9780994554666
Publication statusPublished - 2017
EventHigher Education Research and Development Society of Australasia Annual Conference 2017 - International Convention Centre, Sydney, Australia
Duration: 28 Jun 201730 Jun 2017
Conference number: 40th
http://herdsa2017.org/

Conference

ConferenceHigher Education Research and Development Society of Australasia Annual Conference 2017
Abbreviated titleHERDSA 2017
CountryAustralia
CitySydney
Period28/06/1730/06/17
Internet address

Cite this

Dang, T. K. A., & Vu, T. T. P. (2017). Providing effective delivery in English: Exploring challenges and strategies of academics from non-native English speaking backgrounds. In R. Walker, & S. Bedford (Eds.), Research and Development in Higher Education: Curriculum Transformation (Vol. 40, pp. 117-127). Hammondville NSW Australia: Higher Education Research and Development Society of Australasia.
Dang, Thi Kim Anh ; Vu, Thao Thi Phuong. / Providing effective delivery in English : Exploring challenges and strategies of academics from non-native English speaking backgrounds. Research and Development in Higher Education: Curriculum Transformation. editor / Ruth Walker ; Simon Bedford. Vol. 40 Hammondville NSW Australia : Higher Education Research and Development Society of Australasia, 2017. pp. 117-127
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title = "Providing effective delivery in English: Exploring challenges and strategies of academics from non-native English speaking backgrounds",
abstract = "The Australian higher education context has seen an increasing number of international students and academics, including those from a non-native English speaking (NNES) background. Whilst the issue of the English language as a means of communication for NNES international students has been well researched, the communicative and pedagogical challenges facing educators, especially those from NNES backgrounds, in teaching and supervising students in English have been overlooked. This paper aims to explore the challenges in teaching using English as a medium of instruction (EMI) and associated strategies of academics from NNES backgrounds. Adopting a Vygotsky’s socio-cultural theoretical perspective, the study conceptualises EMI as a mediational tool academics appropriate in mediating their teaching delivery. This study adopted a mixed-method approach, using semi-structured individual interviews and survey questionnaire with academics from a range of disciplines, including STEM (Science, Technology, Engineering & Mathematics) and HASS (Humanities, Arts, and Social Sciences) disciplines, at an Australian university. Findings revealed multiple communicative and pedagogical challenges facing academics in providing effective delivery in English. The study also reveals strategies successful academics applied to adapt the tool – the English language- to effectively mediate their teaching delivery for student learning. The findings have implications for professional development programs and institutional support for NNES academics teaching in contexts with English as a native language. The findings could also contribute to supporting academics develop effective delivery in EMI and facilitate curriculum transformation in the ever changing context of higher education.",
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Dang, TKA & Vu, TTP 2017, Providing effective delivery in English: Exploring challenges and strategies of academics from non-native English speaking backgrounds. in R Walker & S Bedford (eds), Research and Development in Higher Education: Curriculum Transformation. vol. 40, Higher Education Research and Development Society of Australasia, Hammondville NSW Australia, pp. 117-127, Higher Education Research and Development Society of Australasia Annual Conference 2017, Sydney, Australia, 28/06/17.

Providing effective delivery in English : Exploring challenges and strategies of academics from non-native English speaking backgrounds. / Dang, Thi Kim Anh; Vu, Thao Thi Phuong.

Research and Development in Higher Education: Curriculum Transformation. ed. / Ruth Walker; Simon Bedford. Vol. 40 Hammondville NSW Australia : Higher Education Research and Development Society of Australasia, 2017. p. 117-127.

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

TY - GEN

T1 - Providing effective delivery in English

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AU - Vu, Thao Thi Phuong

PY - 2017

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N2 - The Australian higher education context has seen an increasing number of international students and academics, including those from a non-native English speaking (NNES) background. Whilst the issue of the English language as a means of communication for NNES international students has been well researched, the communicative and pedagogical challenges facing educators, especially those from NNES backgrounds, in teaching and supervising students in English have been overlooked. This paper aims to explore the challenges in teaching using English as a medium of instruction (EMI) and associated strategies of academics from NNES backgrounds. Adopting a Vygotsky’s socio-cultural theoretical perspective, the study conceptualises EMI as a mediational tool academics appropriate in mediating their teaching delivery. This study adopted a mixed-method approach, using semi-structured individual interviews and survey questionnaire with academics from a range of disciplines, including STEM (Science, Technology, Engineering & Mathematics) and HASS (Humanities, Arts, and Social Sciences) disciplines, at an Australian university. Findings revealed multiple communicative and pedagogical challenges facing academics in providing effective delivery in English. The study also reveals strategies successful academics applied to adapt the tool – the English language- to effectively mediate their teaching delivery for student learning. The findings have implications for professional development programs and institutional support for NNES academics teaching in contexts with English as a native language. The findings could also contribute to supporting academics develop effective delivery in EMI and facilitate curriculum transformation in the ever changing context of higher education.

AB - The Australian higher education context has seen an increasing number of international students and academics, including those from a non-native English speaking (NNES) background. Whilst the issue of the English language as a means of communication for NNES international students has been well researched, the communicative and pedagogical challenges facing educators, especially those from NNES backgrounds, in teaching and supervising students in English have been overlooked. This paper aims to explore the challenges in teaching using English as a medium of instruction (EMI) and associated strategies of academics from NNES backgrounds. Adopting a Vygotsky’s socio-cultural theoretical perspective, the study conceptualises EMI as a mediational tool academics appropriate in mediating their teaching delivery. This study adopted a mixed-method approach, using semi-structured individual interviews and survey questionnaire with academics from a range of disciplines, including STEM (Science, Technology, Engineering & Mathematics) and HASS (Humanities, Arts, and Social Sciences) disciplines, at an Australian university. Findings revealed multiple communicative and pedagogical challenges facing academics in providing effective delivery in English. The study also reveals strategies successful academics applied to adapt the tool – the English language- to effectively mediate their teaching delivery for student learning. The findings have implications for professional development programs and institutional support for NNES academics teaching in contexts with English as a native language. The findings could also contribute to supporting academics develop effective delivery in EMI and facilitate curriculum transformation in the ever changing context of higher education.

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BT - Research and Development in Higher Education

A2 - Walker, Ruth

A2 - Bedford, Simon

PB - Higher Education Research and Development Society of Australasia

CY - Hammondville NSW Australia

ER -

Dang TKA, Vu TTP. Providing effective delivery in English: Exploring challenges and strategies of academics from non-native English speaking backgrounds. In Walker R, Bedford S, editors, Research and Development in Higher Education: Curriculum Transformation. Vol. 40. Hammondville NSW Australia: Higher Education Research and Development Society of Australasia. 2017. p. 117-127