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- Hultgren, Anna Kristina, et al.
(författare)
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Assessment and English as a medium of instruction
- 2022
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Ingår i: Journal of English-Medium Instruction. - : John Benjamins Publishing Company. - 2666-8882 .- 2666-8890. ; 1:1, s. 105-123
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Tidskriftsartikel (refereegranskat)abstract
- As English as a Medium of Instruction (EMI) continues to expand across the globe, there is a glaring absence of research on assessment. This article reviews the scarce literature to date and maps out a research agenda for the future. Drawing on Shohamy’s (2001, 2007) Critical Language Testing and McNamara et al.’s (2019) notions of “fair” and “just” language assessment, our reading of the literature to date is that it has revealed considerable complexities around implementing assessment in EMI contexts, with key questions centring not only on what and who to assess but also on how and why assessment should take place. In outlining a research agenda for the future, we suggest that one way of bypassing such challenges may be to carve out a greater role for assessment for learning in higher education. This could capitalize on – and raise stakeholders’ awareness of – bodies of knowledge that are well established within applied linguistics about the integral role of language in learning. Whilst we acknowledge challenges in securing institutional buy-in for putting this agenda into practice, we suggest that doing so could turn assessment challenges into opportunities and significantly enhance learning not only in EMI contexts but beyond.
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- Irvine, Aileen, et al.
(författare)
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To what extent do L2 students in UK Higher Education acquire academic and subject-specific vocabulary incidentally?
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Across the UK hundreds of thousands of international students pursue a higher degree through the medium of L2 English, attending the same lectures and reading the same texts as their L1 counterparts. Although most of these international students will have initially passed through some form of English language proficiency gate-keeping exercise (such as minimum required IELTS scores), little allowance may be made thereafter for possible gaps in necessary vocabulary knowledge. Thus, L2 students may be implicitly assumed either to have sufficient working knowledge of the required vocabulary, or to be able to “pick up” this vocabulary knowledge incidentally during the course of their studies.This paper explores whether the Academic Word List (AWL) and subject-specific vocabulary knowledge of L2 undergraduates taking a degree in Biology at a UK university is, in fact, comparable to that of their L1 counterparts. Results from a vocabulary test administered in the third week of Semester 1 of the first year of studies indicated a relatively substantial gap between the levels of vocabulary knowledge of L1 and L2 students. This gap was particularly apparent in knowledge of lower-frequency AWL vocabulary. A post-test was administered 28 weeks later, towards the end of the students’ first year at university. This paper will report on the results of the post-test and discuss to what extent this previously perceived linguistic “gap” between L1 and L2 students may have increased or decreased. The paper will also outline a follow-up investigation into the ways in which L2 students deal with unknown vocabulary encountered during the course of their undergraduate degree studies.
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- Malmström, Hans, 1980, et al.
(författare)
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Engaging with terminology in the multilingual classroom : Teachers' practices for bridging the gap between L1 lectures and English reading
- 2017
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Ingår i: Classroom Discourse. - : Routledge. - 1946-3014 .- 1946-3022. ; 8:1, s. 3-18
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Tidskriftsartikel (refereegranskat)abstract
- In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e. how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.
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- Malmström, Hans, et al.
(författare)
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Engaging with terminology in the parallel-language classroom : Teachers' practices for bridging the gap between L1 and English
- 2016
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Ingår i: ASLA-symposiet 2016.
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Konferensbidrag (refereegranskat)abstract
- In settings in which English is used as a medium of instruction (EMI) in parallel with another language, a common expectation is that students will acquire subject terminology incidentally in the L1 as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of a sample of lectures from two courses in a partial EMI setting, in which the lectures were in Swedish and the textbooks were in English, this paper will present a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e., how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in partial EMI settings, or to exploit the affordances of these learning environments.
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