| 1. |
- Gu, M. M., et al.
(författare)
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Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers
- 2022
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Ingår i: Language Teaching Research. - : SAGE Publications. - 1362-1688 .- 1477-0954.
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Tidskriftsartikel (refereegranskat)abstract
- The past decades have witnessed an increasing number of studies documenting native English teachers' (NETs') challenges in professional development and collaboration with nonnative English teachers' (NNETs') across multiple educational contexts. There are also debates in TESOL regarding the essentialized dichotomy of NETs and NNETs with insufficient recognition of the educational and cultural experiences of teachers of English as a foreign language (EFL) / English as a second language (ESL). Little research has been conducted on the lived experiences of transnational multilingual NETs who work in heritage contexts; and how they position themselves when they conduct their teacher identity work and negotiate between heritage identity and NET identity. This study, drawing on the notion of ethical self-formation and its application in teacher identity research as a theoretical lens, addresses the gap by investigating the identity construction of two transnational NETs of Chinese ethnicity returning to their home context in Hong Kong to teach. The findings indicate that (1) the participants negotiated their multilingual identity and the monolingual NET identity ascribed in the workplace, (2) they developed counter-strategies to turn the knowledge of the local language and culture into resources in teaching, and (3) they agentively expanded the definition of NET and situated them in the full institutional and social context to consider their identity conflict and self-empowerment. The findings have implications for education policy to accommodate and value the plural-competences of NETs and NNETs.
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| 2. |
- Malmström, Hans, 1980, et al.
(författare)
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Chatbots and other AI for learning: A survey of use and views among university students in Sweden
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- HIGHLIGHTS - 5,894 students from across Swedish universities were surveyed about their use of and attitudes towards AI for learning purposes, both about chatbots (such ChatGPT) and other AI language tools (such as Grammarly). - 1,707 survey respondents offered individual comments, adding thoughts and reflections about the effective and ethical use of AI in higher education. - Overall, most students are positive towards the use of chatbots and other AI-language tools in education; many claim that AI makes them more effective as learners. - Almost all the respondents are familiar with ChatGPT (but typically not with other chatbots); more than a third use ChatGPT regularly. Students’ knowledge and usage of other AI-language tools, particularly language translation tools, is widespread. - More than half of the respondents express concern about the impact of chatbots in future education; concerns about other types of AI-language tools are much less pronounced. - More than sixty percent believe that the use of chatbots during examination is cheating; this is not the case for other AI-language tools. However, a majority of students is against the prohibition of AI in education settings. - Most students do not know if their educational institutions have rules or guidelines regarding the responsible use of AI; one in four explicitly says that their institution lack such rules or guidelines.
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| 3. |
- Ou, Amy Wanyu, 1992
(författare)
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Beyond English: EMI transnational university as a translocal space
- 2021
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Ingår i: Sociolinguistics Symposium 23.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The internationalization of higher education in many parts of the world has been institutionalized around a linguistic hegemony of English through English-medium programs and partnerships (Phan, 2016). In such EMI university contexts, linguistic tensions between English and other languages have been widely reported, problematizing the inherent prestigious position of the English language and its subsequent impacts on teaching, learning and international interaction in general (Doiz, Lasagabaster, & Sierra, 2012). The present study explores the language practices and perceptions of local and international students in an EMI transnational university in China. It focuses on the process by which multilingual students negotiated language norms and reshaped interactional contexts to their own advantage. The notions of translocal space (Appadurai, 1996) and scale (Canagarajah & De Costa, 2016) were employed to unravel the hybridity, fluidity, and complexities of language use and power relations involved in intercultural communication in EMI university contexts. Findings of this study problematize the English monolingualism ideology that prevails the language policy and planning of TNHE by showing multilingual students’ scale-making practices of challenging the existing language norms in English-dominated academic and interactional spaces and making room for more equal and flexible intercultural communication and multilingual development beyond the English language.
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| 4. |
- Ou, Amy Wanyu, 1992, et al.
(författare)
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Language policy and planning for English-medium instruction in higher education
- 2022
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Ingår i: Journal of English-Medium Instruction. - : John Benjamins Publishing Company. - 2666-8882 .- 2666-8890. ; 1:1, s. 7-28
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Tidskriftsartikel (refereegranskat)abstract
- This article presents English-medium instruction (EMI) in higher education (HE) from a language policy and planning (LPP) perspective. Based on a review of EMI policy research in diverse higher education contexts, we address several key contemporary policy tensions in EMI such as English native-speakerism, English monolingualism, and language education with attention to corpus, status and acquisition planning as well as the role of individual policy actors. In light of this review, we argue for an orientation to policymaking for EMI-HE institutions that acknowledges the value of individuals as policy arbiters and aligns institutional goals with “on the ground” needs and practices. We also point to areas of future research that would benefit all EMI stakeholders, in particular critical engagement with the nature of language competence in EMI settings and the enhanced development of evidence-based EMI learning outcomes. Finally, we propose an ecological framework for EMI-HE policy development that could be employed as a heuristic to guide universities in designing concrete EMI policies for their local contexts. As an extension, we also offer an inventory of reflective questions to guide key university stakeholders in effectively engaging in EMI policy processes.
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| 5. |
- Ou, Amy Wanyu, 1992
(författare)
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Language policy for multilingual university classroom in blended learning: From languages to multimodalities.
- 2021
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Ingår i: International Conference on Language Teaching and Learning 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The on-set of the COVID-19 pandemic and its consequences of restricted global mobility, social distancing, and campus lockdown have catalyzed the process of digitalization of higher education. The sudden transition from face-to-face classroom teaching and learning to fully or partially remote education has forced teachers and students to develop and quickly embrace new communication repertoires to handle academic discourse under the “new normal” (Alkhatib, 2018; Carless & Winstone, 2020). A growing body of research has explored the emerging multimodal affordances and challenges that blended learning creates for teaching, learning and communication in university contexts (e.g., Naji et al., 2020; Rapanta, Botturi, Goodyear, Guàrdia, & Koole, 2020; Shenoy, Mahendra, & Vijay, 2020). Nonetheless, little attention has been paid to university language policymaking in response to the new blended learning reality which complicates classroom interaction with multifold communicative modes and increasingly diverse multimodal resources, especially the bottom-up policy process (i.e., language practices and management) carried out by front-line teachers and students. This qualitative research aims to look into the language policy aspect of the digitalization of higher education during COVID-19, with a particular focus on how universities, teachers and students regulate multimodal and multisensory resources for teaching and learning in “classrooms” with students of diverse backgrounds. The study draws upon interviews with 44 university students with different ethnolinguistic backgrounds (24 local students, 14 Mainland Chinese students and 6 international students) from 8 UGC-funded universities in Hong Kong. The findings suggest that Hong Kong universities remain their language policies in the traditional campus-based education era which accentuate language(s) of instruction. Without institutional regulations/instructions on the use of multimodal resources, teachers and students as classroom language policymakers adopted diverse communicative strategies and aligned with different semiotic resources, which led to different impacts on teacher-student interaction, students’ classroom engagement, participation, and learning efficacy. The findings have implications for university language policymaking that considers the extensive use of multimodalities in digitalized universities today.
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| 6. |
- Ou, Amy Wanyu, 1992, et al.
(författare)
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Learning and communication in online international higher education in Hong Kong: ICT-mediated translanguaging competence and virtually translocal identity
- 2024
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Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557. ; 45:5, s. 1732-1745
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Tidskriftsartikel (refereegranskat)abstract
- This qualitative study investigated the impact of online education on the learning and peer interaction experiences of students from eight universities in Hong Kong over the COVID-19 pandemic in 2020. It employed an expansive and spatial notion of translanguaging to explore the process by which students drew on the affordance of virtual communication environments to communicate, study and develop new identities. The findings suggested (1) the students strategically mobilised manifold multimodal resources to constitute their communicative repertoires that facilitated smooth intercultural communication and academic success; (2) such communicative competence centralized the mediating effect of digital semiotic systems and thus might empower the students with disadvantaged language skills; and (3) through translanguaging acts the students developed a virtually translocal identity with an expanded experience of internationalisation of higher education whereby the increasingly interwoven physical and virtual spaces bring extended social networks, learning resources, and career opportunities. The implications of the findings were discussed.
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| 7. |
- Ou, Amy Wanyu, 1992, et al.
(författare)
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Towards a translingual conceptualization of language policy for EMI universities
- 2021
-
Ingår i: Annual Conference of American Association for Applied Linguistics (AAAL).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study is conducted against the background that universities around the world have been increasingly presented themselves to be international through according to space for English in their language policies (Doiz, Lasagabaster, & Sierra, 2012), and a widespread belief has been generated that internationalization of higher education means internationalization in English (e.g., Hadley, 2014; Phillipson, 2006). Our article, based on the multilingual/translingual realities, provides a critical review of the role that English has been playing in modern internationalized universities, especially the EMI universities, and accordingly, proposes an expanded view of lingua franca in EMI university contexts in terms of translingualism (Canagarajah, 2018; Li, 2018) to better situate English together with other co-existing resources for people to communicate. To illustrate how translingual practice functions as a lingua franca for international communication among multilingual students with different linguistic backgrounds, we draw upon the ethnographical data (participant observation, field notes, interviews, language portraits, policy documents, texts and photos) collected during a period of 20 months at an EMI transnational university in China. Employing nexus analysis (Hult, 2015) in concert with a multimodal biographic discourse analysis (Busch, 2012), we present the complex and multidimensional nature of lingua franca communication, drawing attention to its connection with and influence on individuals’ repertoire development, real-life communication conventions and university language policy. The findings of our study contribute to a discussion of EMI university language and internationalization policy making that focuses on providing institutional recognition and support for cultivating the existing linguistic resources among the student body and creating space for multilingual students to draw upon the full range of semiotic and spatial resources to achieve successful lingua franca communication and to develop personal repertoires.
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| 8. |
- Ou, Amy Wanyu, 1992
(författare)
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Translingual practices as spatial repertoire for teaching and learning in an EMI multilingual university.
- 2021
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Ingår i: World Congress of Applied Linguistics (AILA2021).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- With the growth of international higher education adopting English as the medium of instruction (EMI), linguistic tensions have been widely reported, problematizing teachers' and students' insufficient English language competence for EMI learning (e.g., Doiz, Lasagabaster, & Sierra, 2012). Nonetheless, recent research challenges the lingua bias and the static view of multilinguals as (incompetent) L2 users of English in such transnational contexts (Minakova & Canagarajah, 2020). Drawing upon the recent scholarly discussion of translanguaging (Li, 2018) and spatial repertoire (Canagarajah, 2018), this study explores the lived experiences of language use in teaching and learning activities in an EMI international university in China, and unravels the hybridity, fluidity and complexities of classroom interaction. Linguistic ethnographic data (observation notes, video/audio-records, interviews, course materials, and photos) were collected from a multilingual guqin (a traditional Chinese musical instrument) class in the investigated university over two months. Through a multimodal conversation analysis of the classroom interaction between a Chinese instructor and a group of students with diverse linguistic backgrounds, we argue that individuals' situated 'language ability' for intercultural academic communication can go beyond the official language of instruction. Multiple linguistic, semiotic and material resources from both the physical and virtual spaces of classroom interaction were found to assemble in situ to enable effective communication, teaching and learning. The findings problematize several discourses that prevail international university policies, including English monolingualism and the linguistic and individual-oriented bias of language. This study is hoped to contribute to a reconceptualization of competence for interaction by identifying the ways in which individuals' capability in making use of the features traditionally relegated to the context of communication could be built up.
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| 9. |
- Ou, Wanyu, 1992, et al.
(författare)
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Academic communication with AI-powered language tools in higher education: From a post-humanist perspective
- 2024
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Ingår i: System. - 0346-251X. ; 121, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- AI-powered language tools (AILTs) are commonly used by university students, yet there is a limited understanding of how students utilise and perceive these tools in everyday academic communication practice. Employing a post-humanist lens and based on over 1700 open-ended comments from a nationwide student survey, this qualitative studyexamined students' lived AILT experiences to explicate the impact of AILTs on academic communication in higher education learning and assessment. Thematic analysis of the data shows that students' academic writing is realised by assemblages of distributed spatial and personal linguistic repertoires, underscoring AILT's role in enhancing students' communicative performance and personal language development. AILTs are also conducive to transforming the academic writing process into an additional learning space. Students have developed a new identity as spatially advised learners, enabling them to assert their agency in terms of language development and subject-content knowledge while also holding critical perspectives on the limitations of AI. Furthermore, the findings point to divergent and eclectic student viewpoints on the ethical concerns of AILTs in assessment in the absence of university instructions. The study discusses implications for university policymaking and pedagogy in developing teaching and assessment methods that match students' stances and needs in AI-mediated academic communication.
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| 10. |
- Ou, Wanyu, 1992
(författare)
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Communicative competence for English-Medium Instruction higher education in the digital era: Insights from a linguistic ethnography
- 2023
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this talk, I will present a recent study that approached communication and learning in EMI in the digital era with a focus on the notion of communicative competence. Specifically, the study attempted to address the following question: what constitutes the communicative competence that students need for learning in English-medium instruction in today’s digitalised learning environment. The study employed a linguistic ethnography design and collected observational and interview data from 19 master-level students (with diverse ethnolinguistic and disciplinary backgrounds) at a Swedish university. Two major findings of the study will be discussed: First, the study shows how diverse digital multimodalities and AI-language tools are essential features of spatial repertoires that enable students to accomplish interactive learning tasks in EMI. Second, the study also highlights how digital diversity in EMI causes power and inequality issues in intercultural communication among students. The talk will conclude with implications for language policy and curriculum design in EMI higher education to address students’ new communication demands in the digital era.
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| 11. |
- Ou, Wanyu, 1992, et al.
(författare)
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‘It becomes increasingly complex to deal with multiple channels’: materialised communicative competence and digital inequality in English-medium higher education in the digital era
- 2023
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Ingår i: Journal of Multilingual and Multicultural Development. - 0143-4632. ; In Press
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Tidskriftsartikel (refereegranskat)abstract
- This article explores university students’ communicative competence for English-Medium Instruction (EMI) at a Swedish university in the era of digitalisation and blended learning. Based on a linguistic ethnography, we present an argument for communicative competence as repertoire assemblages orchestrating digital materiality and human language to construct meanings. The study shows how diverse digital multimodalities and AI-language tools are essential features of spatial repertoires for academic communication, and how they cooperate with and mediate students’ personal repertoires to accomplish interactive learning tasks in EMI contexts. The study also highlights how digital diversity in EMI causes a ‘digital divide’, potentially impacting power relations among students. These findings underline the importance of acknowledging the communicative value of digital materiality and negotiating difference and normativity for intercultural academic communication in EMI.
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| 12. |
- Ou, Wanyu, 1992
(författare)
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Taking orchestration further in the digital materiality of EMI learning
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- “Orchestration” as a core concept of translanguaging theories postulates a collaborative effort of all interlocutors to communicate through reciprocating each other’s linguistic and semiotic systems (Zhu et al., 2020). Drawing on new materialism (Canagarajah, 2018), this study argues for an expanded view of orchestration beyond human-centrism, incorporating the agency of materiality (i.e., objects, artefacts, technologies) to constitute communication. The study reports on a linguistic ethnography research of university students’ communicative practices for English-Medium Instruction (EMI) at a Swedish university committed to digitalisation and blended learning. Based on interviews and observations (video-recorded learning activities), the analysis shows digital multimodalities and AI-language tools are essential features of spatial repertoires embedded in EMI learning contexts and enabling academic communication. Moreover, assemblages of personal and spatial repertoires for academic communication in the examined EMI context manifest unequal indexical values of digital resources, which could impact power relations among the students with different experiences and accessibility of digitalised learning. The findings have practical implications for language and communication education in EMI settings, emphasizing cultivating the ability to orchestrate, which is to align with all human and non-human (digital) resources as well as to negotiate normativity in digitality for positive interaction and learning outcomes.
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| 13. |
- Ou, Wanyu, 1992, et al.
(författare)
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Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis
- 2024
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Ingår i: Language and Education. - 0950-0782. ; 38:1, s. 42-64
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Tidskriftsartikel (refereegranskat)abstract
- While translanguaging has gained increasing recognition as a multiliteracy pedagogy in English-medium instruction (EMI) education, research exploring its implementation in STEM classroom contexts remains limited. Furthermore, the interplay of EMI teachers’ professional identities and their instructional strategies has received little attention. This qualitative study explores how STEM academics in an EMI programme in China implemented translanguaging pedagogy, developed their professional identities, and examined the impact of identity on their classroom instructional language use. Drawing upon nexus analysis, the study maps the intersecting discourses influencing two EMI lecturers’ divergent language ideologies and translanguaging strategies. The findings highlight the role of teacher identity and agency in navigating institutional and classroom discourses, facilitating planned and effective translanguaging pedagogy. The study reveals identity struggles within the examined institution, where academic staff faced a challenge in balancing their roles as effective EMI teachers and successful researchers due to a discourse of research meritocracy and were constrained in exploring translanguaging pedagogy due to a discourse of internationalism. These challenges undermined their motivation to invest in teaching identity and pedagogical skills. This study underscores the need for a balanced view of research and teaching, more robust teacher evaluation systems, and institutional support to foster effective translanguaging pedagogy in EMI by incorporating teacher identity construction into EMI teacher preparedness.
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| 14. |
- Ou, Wanyu, 1992
(författare)
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Towards a repertoire assemblage model of communicative competence in EMI in digitalisation
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research in EMI (English-medium instruction) has long been centered on English language-related competence. However, the rapid growth of digital learning in higher education calls for a new understanding of language and communication in EMI, especially the role of a wider range of communicative resources beyond language. In this talk, I explore a model of communicative competence for language education in EMI higher education from a repertoire perspective, which promotes a post-structuralist understanding of competence as a multi-faceted, dynamic, and distributed construct. Drawing on linguistic ethnographic data (observations, recorded student interactions, and interviews) collected from master’s level EMI programmes in Sweden, I will illustrate how the conceptualisation of communicative competence as assemblages of semiotic, community, and spatial repertoires can help language educators better understand (and facilitate) the way EMI students communicate and develop their language in the digital era.
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| 15. |
- Song, Yang, et al.
(författare)
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Affective flows and inequalities of international students’ intercultural communication in the digital era: A Sino-Swedish comparative study
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The COVID-19 pandemic has given rise to the wide adoption of online teaching and draws attention to students’ digital literacies and intercultural competence online. Nevertheless, there is a sheer paucity of research on how international students’ intercultural experiences are shaped by their digital practices. Given the distinct digital and linguistic environments in China and Sweden, this study focuses on the two-way flow of international students between Anglo-European countries and China and aims to investigate the affective dimension of their intercultural experiences in the digital era. Drawing on Deleuzian and Guattarian theory of affect (Deleuz & Guattari 1987/2004), we define affective flows as the socio-emotional condition of intercultural communication provisioned by structural and contingent assemblages of human, non-human, and material-semiotic resources. We conducted semi-structured interviews with a total of 12 international students enrolled in English-medium-instruction master’s degree programs, 6 at a Chinese university and 6 at a Swedish university. The participants were also invited to draw out media diagrams and share anonymized social media interaction episodes. The triangulated data analysis reveals that international students in both universities have experienced diverse socio-emotions while being embedded in affective flows at the online-offline nexus. International students have, in general, reported positive emotions by strategically using emojis, memes, stickers, short videos, and linguistics resources to navigate and coordinate multiple social media platforms to maintain social bonding with families, classmates, friends, and professionals across time and space. Meanwhile, affective inequalities exist within and between the two distinct cohorts of international students and are shaped by interacting forces, which are historical, politico-economic, and material-technological. The unequal accessibility to institutional, communal, and linguistic resources also played salient roles in creating individual-specific, emotional challenges in intercultural communication. Practical suggestions are made to incorporate digital intercultural communication education in implementing international EMI programs worldwide.
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| 16. |
- Stöhr, Christian, 1977, et al.
(författare)
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Perceptions and usage of AI chatbots among students in higher education across genders, academic levels and fields of study
- 2024
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Ingår i: Computers and Education: Artificial Intelligence. - 2666-920X. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- AI chatbots have ignited discussions and controversies about their impact on teaching and learning practices in higher education. This study explores students’ adoption and perceptions of ChatGPT and other AI chatbots in higher education. Based on survey data from a large sample (n=5,894) across Swedish universities, the study employs descriptive statistical methods to analyze usage, attitudes, and concerns, and inferential statistics to identify relations between attitudes and usage and background variables (gender, academic level, and field of study). The results reveal broad awareness and use of ChatGPT among students, but not of other AI chatbots. More than half of the students expressed positive attitudes towards the use of chatbots in education, but almost as many expressed concerns about future use. Statistically significant differences were found across all examined grouping variables, particularly between genders and fields of study. Female students and students from the humanities and medicine consistently expressed more negative attitudes and concerns about AI's role in learning and assessment, while males and technology and engineering students showed higher usage and optimism. These findings not only validate the continued relevance of student backgrounds as a determinant of technology adoption but also expose several challenges and considerations surrounding AI and chatbot usage in education. The study supports the development of local solutions to AI in education tailored to student attributes and needs, and it provides insights for developers, educators, and policymakers.
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| 17. |
- Xu, J., et al.
(författare)
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Facing Rootlessness: Language and Identity Construction in Teaching and Research Practices Among Bilingual Returnee Scholars in China
- 2022
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Ingår i: Journal of Language Identity and Education. - : Informa UK Limited. - 1534-8458 .- 1532-7701.
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Tidskriftsartikel (refereegranskat)abstract
- This qualitative study examines Chinese returnee scholars' language practices in teaching and research and their identity construction during their early career years. Using interviews and drawing upon poststructuralist identity theory, it examines the adaptations of twelve Chinese bilingual returnee scholars to new academic communities in English language departments, their teaching and publishing language choices, and their identity construction throughout this process. The findings showed these scholars constructed their professional identities through negotiating English as a teaching language in ways interwoven with students' needs, institutional policies, and their past experiences. The Chinese returnee scholars were found to be "rootless" in terms of possessing inadequate social and cultural capital locally, resulting in limited collaboration and difficulties developing sufficiently robust language competency to publish bilingually. Some scholars, however, employed accumulated capital to exercise agency in bringing about changes in their new academic environments. Implications for bilingual returnee scholars and university policymakers are discussed.
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| 18. |
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