Title: ????????? English-medium instruction (EMI) for Subject Courses: Concepts and tips
1?????????English-medium instruction (EMI) for
Subject Courses Concepts and tips
2If a teacher is indeed wise he does not bid you
enter the house of his wisdom, but rather leads
you to the threshold of your own mind. Kahlil
Gibran
3Contents
4Foreword
- Why EMI?
- ???? or ?????
- Whether English-medium Instruction (EMI)
effectively improves students proficiency of
English, or - Whether EMI impedes students learning of the
content without or only slightly improving their
proficiency in English? - Professors oral English presentation skills
ability of using English effectively in EMI
lectures (EAP)? - Students readiness for receiving EMI?
- Perceptions and strategies necessary for
learning the content - proficiency in English
- Challenges for both professors and students
- Acquiring English language demands of
specialized concepts and skills such as
vocabulary and language structures.
5???? or ?????
6Research findings
- Positive results about improving English
proficiency of Engineering graduate students - Disadvantages EMI caused greater difficulties in
understanding the course content and inhibited
students from expressing themselves fluently in
the class (Wu, 2006). - No significant difference in National Taiwan
University students grades of Civil Engineering
course between controlled and experimental
groups - the experimental group showed a more positive
learning attitude and felt that their proficiency
in English for the four skills had been improved
(Hsieh Kang, 2007). - Positive results about improving English language
proficiency, especially listening (Chang, 2010).
7Trend of Englishizationin Higher Education
- Academic internationalization
- Two for One facilitating content knowledge and
improving language proficiency - Promoting students interest and motivation in
learning the English language (Chang, 2010) - Providing more opportunities for students to
learn English through receiving and producing
authentic English language in real communicative
contexts
8UNDERLYING CONCEPTS
91. CBI / CLIL
- ??????
- CBI (Content-based Instruction) or CLIL (Content
and Language Integrated Learning) refers to the
concurrent study of language and subject matter,
with the form and sequence of language
presentation dictated by content material.
Through CBI, language becomes the medium to
convey informational content of interest and
relevance to the learner. Students are engaged in
purposeful use of language, and not learning
linguistic forms for their own sake.
102. ESP (English for Specific Purposes)
- ????
- Teaching of a specific genre of mostly technical
English for students with specific goals, careers
or fields of study. Students are practicing
language in settings they may find themselves in. - Examples of ESP include
- English for Academic Purposes (students will
enter an English-speaking university), - English for Business Management, or
- Hotel Catering English (for hotel and tourism
professionals).
113. Instructional Scaffolding
- ????
- A strategy for teaching new concepts or skills by
engaging students collaboratively in tasks that
would be too difficult for them to complete on
their own. The instructor initially provides
extensive instructional support, or scaffolding,
to continually stimulate students active
thinking and to assist them in building language
fluency and understanding of subject content
knowledge. - Scaffolding strategies include
- Activating prior knowledge by first focusing on
what students know and understand - Engaging students in interactive activities to
discuss content points and real-world
applications - Checking for student understanding and how to
help them advance - Using visual, tactile, and auditory supports to
develop content concepts and language.
12ENGLISH-MEDIUM INSTRUCTION
13Tips for EMI
- Modifying input
- Slower rate of speech
- Clear enunciation
- Controlled vocabulary
- Using contextual cues
- Gestures
- Dramatization of meaning through facial
expressions, pantomime, role play - Visuals, including pictures, photographs, slides,
maps, graphs, diagrams. - Realia
- Bulletin boards
- Word banks
- Building predictability into instructional
routines such as opening and closing activities,
directions, and homework assignments - Building redundancy into lessons through
repetitions, restatement, and exemplification
14- Designing appropriate lessons
- Vocabulary instruction basic and specialized
vocabulary that characterizes academic texts - e.g. analyze, concept, define, factor, interpret,
principle, significant, variable, etc. - Prioritizing objectives decide what key concepts
should receive the most attention - Providing schema-building activities reviewing
previously covered materials, relating ideas to
the students own experiences, using
brainstorming or clustering activities advance
organizers such as outlines, charts, and study
guides - Learner grouping strategies
- Students work in pairs or groups to increase
interaction
15- Checking for understanding
- Asking students to decide if information is true
or false - Asking students to provide examples
- Having students paraphrase important terms in
their own words - Having students summarize key information
- Asking students both factual questions (e.g.,
Who? What?) and referential questions (Why? What
would you do if . . . ?) - Pairing advanced learners with developing ones,
having students ask each other questions
16TEACHINGWORDS, TERMS, TEXTS
17Word-level clues to meaning
- Explanation and examples.
- To know a word recognizing, understanding what
it means and how to use it, what other words are
used with it. - love-lovely-lovable-loving-lovingly
- occupy to fill up time or space, to hold or fill
an office or position - Occupation (n) job of profession
- Teaching is his occupation.
- When you find words that you dont know, it is
important to use strategies to help figure out
its meaning. - If the purpose is only to get a general idea of
the text, you can probably skip over some unknown
words, especially if they are not key words.
Consider skipping over the word if - The unknown word is an adjective or an adverb.
- You can get the general idea of the sentence
without knowing the word. - If an unknown word is repeated several times, or
if it is clear that it is a key word, try these
three strategies - Use the context surrounding the word to guess the
meaning. - Analyze the parts of the word to guess the
meaning. - Use a dictionary to look up the exact meaning.
18Recognizing technical terms defined in context
- Terms the authors do not expect the reader to
know. Many are clearly defined in the text. - Parentheses parentheses can be used to define
technical terms in two ways - The definition of the word is enclosed in
parentheses immediately after the technical term. - The muscles are primarily the intercostals (the
muscles between the ribs) and the diaphragm (the
large sheet of muscle separating the chest cavity
from the abdomen). - The technical term itself is enclosed in
parentheses following the introduction of the
concept. - Phonetics is concerns with how speech sounds are
produced (articulated) in the vocal tract (a
field of study known as articulatory phonetics). - Bold or italics
- In Andersons view, declarative knowledge refers
to facts and beliefs that we have about the
world. - Defining verbs to refer to, to be, to consist
of, to be called, to be defined as - Appositives a group of words (often starting
with the word which or that) separated from the
rest of the sentence by a comma, or sometimes
dashes (-) that defines or clarifies a word or
concept. - This difference is an example of the typicality
effect, which offers when instances that are more
typical of a category are recognized more quickly
than instances of that category.
19- Restatements (that is, i.e., or)
- Delayed definitions the definition for the term
is given in another sentence, usually, the next
one. - The natural communication systems of other
primates (monkeys and apes) are call systems.
These vocal systems consist of a limited number
of sounds calls that are produced only when
particular environmental stimuli are
encountered. - Pronouns and restatement identifying continuing
ideas - A single pronoun can represent an idea that is
one word, a sentence, or even several paragraphs
long. - This, that, these, or those
- The/ this/that/these/those (previously
mentioned noun) a previously mentioned noun is
restated - The/ this/that/these/those (new noun) restated
using a synonym - The/ this/that/these/those (general
word/phrase) an idea is being referred back to
plus a general word or phrase that summarizes the
idea. - All cognitive processes are invisible. This fact,
though obvious, implies a basic difficulty in the
study of cognitive process. - Such (a) (general word/phrase)
20Understanding expository text structures
- Logical connectors recognizing developing of
ideas - Sentence and conjunctions relationship between
two independent clauses. however, in fact - Coordinating conjunctions two structures that
are similar or coordinated, and - Subordinating conjunctions to put into a lower
or inferior class. It makes an independent clause
(which can stand by itself) into a dependent
clause (which must be connected to an independent
clause). - While she was at the store (dependent clause),
Naomi saw her best friend (independent clause). - Prepositions to show the logical structure of
ideas in a sentence. - Like Bob, I dont plan to see the movie.
21- Determining main ideas
- The key piece of information the author wants you
to understand. - Important reasons why you need to figure out what
the mean ideas of a text are. - You have a purpose for reading, which helps you
focus and concentrate. - Because the information and details in texts are
used to explain or support ideas, you will be
able to remember more if you know what ideas are
being explained. - Easier to take notes and to study when you can
recognize the main idea. - Textbooks are written so that the mean ideas are
clearly stated. Good paragraphs usually have a
topic sentence around which the whole paragraph
is structured. It is in this topic sentence3 that
the mean idea of the paragraph is stated. - Ask yourself what is the paragraph about, and
what does the author want me to know about this
topic? What is the one key idea that all the
sentences in the paragraph explain or describe? - Enumeration and classification organization
- To make a list of points or present a series of
ideas about a topic. - Classifications one idea is broken down into
several types. - Common markers first, second, third to
categorize, to classify, to divide.
22- Comparison-contrast organization
- To emphasize the similarity or differences or
both.
Signals of Comparison Signals of Comparison Signals of Comparison
Like Just like Just as
Alike Likewise Equally
Resembles Also Similarly
The same Similar Identical
Parallel Comparable Common
Equivalent Resemble In common
In the same way As (adjective) as
Signals of Contrast Signals of Contrast Signals of Contrast
However In contrast Instead
On the other hand As opposed to Unlike
Different Differently To differ from
To distinguish Distinction Difference
To contrast with To oppose Difference
To contrast with To oppose While
Whereas Rather than while
Whereas But Yet
Conversely Unlike (noun phrase)
23- Time order and cause-and-effect organization
- Time order To indicate how ideas or events occur
in relationship to others. Two ways - To present a series of events in the order in
which they occurred. (the earliest, then,
eventually) - Steps in a process first, gradually
- Steps, process, series, stages
- Cause-and-effect relationships to describe how
one event, occurring first, led to or caused
another later event. - Complex organization combine both time order and
a cause-and-effect structures
24Summary
- A worthwhile payoff in four areas
- Enhanced English language competence,
- Enhanced subject matter knowledge,
- Enhanced self-confidence in the ability to
comprehend and use English, - Enhanced motivation to continue English study
beyond the requirement.
CBI aims at empowering students to become
independent learners and continue the learning
process beyond the classroom. After all, the
ultimate goal teachers should have for our
students is that they spread their wings, leave
the nest, and soar off on their own toward the
horizon. (p. 3, Stryker Leaver, 1997)
25THANK YOU FOR LISTENING.
26(No Transcript)
27References
- Anderson, R.C., Pearson, P.D. (1984). A
schema-theoretic view of basic processes in
reading. In P.D. Pearson, R. Barr, M.L. Kamil,
P. Mosenthal (Eds.), Handbook of reading research
(pp. 255291). New York Longman. - Chang, Y.-Y. (2010). English-medium instruction
for subject courses in tertiary education
Reactions from Taiwanese undergraduate students.
Taiwan International ESP Journal, 2 (1), 55-84. - Coggins, D., Kravin, D., Coates, D., Carroll,
D. (2007). English Language Learners in the
Mathematics Classroom. Thousand Oaks, CA Sage
Publications. - Hsieh, S.-H., Kang, S.-C. (2007). Effectiveness
of English-medium instruction of an engineering
course and strategies used by the teacher.
Retrieved March 5, 2012, from http//www.tespa.or
g.tw/papers/02/0320English-medium20instruction2
0for20subject20courses20in20tertiary20educati
on-Reactions20from20Taiwanese20undergraduate20
students_Yu-Ying20Chang.PDF - Kasper, L. F. (2000). Content-based college ESL
instruction. Mahwah, NJ Lawrence Erlbaum. - Marsh, H. W., Hau, K.-T., Kong, C.-K. (2002).
Multilevel causal ordering of academic
self-concept and achievement Influence of
language of instruction (English compared with
Chinese) for Hong Kong students. American
Educational Research Journal, 39 (3), 727-763. - Sarkisian, E. (2006). Teaching American students
A guide for international faculty and teaching
assistants in colleges and universities.
Cambridge, MA Harvard University Press. - Saroyan, A., Frenay, M. (2010). Building
teaching capacities in higher education A
comprehensive international model. Sterling, VA
Stylus Publishing. - Scott, J. B., Straker, D. Y., Katz, L. (2009).
Affirming students right to their own language
Bringing language policies and pedagogical
practices. New York, NY Routledge. - Stryker, S. B., Leaver, B. L. (1997).
Content-based instruction in foreign language
education Models and methods. Washington, DC
Georgetown University Press. - Upton, T. A. (2004). Reading skills for success
A guide to academic texts. Ann Arbor, MI The
University of Michigan Press. - Wu, W.-S. (2006). Students attitude toward EMI
Using Chung Hua University as an example. Journal
of Education and Foreign Language and Literature,
4, 67-84.