????????? English-medium instruction (EMI) for Subject Courses: Concepts and tips - PowerPoint PPT Presentation

1 / 27
About This Presentation
Title:

????????? English-medium instruction (EMI) for Subject Courses: Concepts and tips

Description:

English-medium instruction (EMI) for Subject Courses: Concepts and tips – PowerPoint PPT presentation

Number of Views:360
Avg rating:3.0/5.0
Slides: 28
Provided by: TIGE8
Category:

less

Transcript and Presenter's Notes

Title: ????????? English-medium instruction (EMI) for Subject Courses: Concepts and tips


1
?????????English-medium instruction (EMI) for
Subject Courses Concepts and tips
  • ?????? ? ????????
  • ???

2
If 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
3
Contents
  • ?????
  • ??
  • ??
  • ??
  • ??
  • QA

4
Foreword
  • 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 ?????
6
Research 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).

7
Trend 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

8
UNDERLYING CONCEPTS
9
1. 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.

10
2. 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).

11
3. 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.

12
ENGLISH-MEDIUM INSTRUCTION
13
Tips 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

16
TEACHINGWORDS, TERMS, TEXTS
17
Word-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.

18
Recognizing 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)

20
Understanding 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

24
Summary
  • 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)
25
THANK YOU FOR LISTENING.
26
(No Transcript)
27
References
  • 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.
Write a Comment
User Comments (0)
About PowerShow.com