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- Charles, Maggie, et al.
(författare)
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General Introduction
- 2009
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Ingår i: Academic writing. - London : Continuum. - 9781847064363 ; , s. 1-10
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Pecorari, Diane, 1964-, et al.
(författare)
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English for Academic Purposes at Swedish universities: Teachers' objectives and practices
- 2011
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Ingår i: Iberica. - 2340-2784 .- 1139-7241. ; :22, s. 55-77
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Tidskriftsartikel (refereegranskat)abstract
- In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus infrastructure that underlie the practice. A large-scale survey was carried out and answers were obtained from over 20% of teachers at Swedish universities. Results confirmed that a majority regarded English as important during and/or after university studies and showed that they considered the use of English-language textbooks as providing a useful opportunity for incidental language learning. In strong contrast to the Situation in a content and language integrated learning environment, only a small minority of courses were reported to have any specified learning outcome related to English. Open answers showed awareness of the benefits and risks of parallel-language practices, but no interest in making aims explicit. In our view, there is no contradiction between incidental learning and explicit aims, and course aims which remain implicit make rational planning and constructive alignment more difficult. They also inhibit discussion of appropriate methodology.
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- Pecorari, Diane, 1964-, et al.
(författare)
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English Textbooks in Parallel-Language Tertiary Education
- 2011
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 45:2, s. 313-333
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Tidskriftsartikel (refereegranskat)abstract
- Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.
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