8. “It’s so natural to mix languages”: Attitudes towards English-medium instruction in Sweden

Kuteeva, Maria; Hynninen, Niina; Haslam, Mara

doi:10.1515/9781614515517-010

Cited by 5 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies of L1 use in EMI have largely involved attitudinal research (for an overview, see Curle et al, 2021), mostly concluding that translanguaging -or the fluid use of linguistic resources across language boundaries -is a natural behavior (e.g. Kuteeva et al, 2015 -'It's so natural to mix languages'). In EMI settings, as in general when English is used as a global lingua franca, speakers tend to make use of their multilingual repertoire.…”

Section: Global Englishes and Norms In The Emi Classroommentioning

confidence: 99%

‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education

Şahan

Galloway

McKinley

2022

Language Teaching Research

View full text Add to dashboard Cite

Emerging from the growing body of work on English medium instruction (EMI) in higher education are challenges to policy implementation, particularly when it is implemented top-down without a careful needs analysis or when it fails to address problems associated with ‘English-only’ implementation and so-called ‘native speaker’ norms. Our study responds to this need by exploring the role of English in EMI classrooms. We draw on data collected from 17 universities in Thailand and Vietnam using questionnaires with 1,377 students, 83 teachers of English for academic purposes (EAP), and 148 content teachers, as well as interviews with 35 students, 31 EAP teachers, and 28 content teachers. We also draw on data from 14 focus groups with teachers and students at seven universities in Vietnam. Findings reveal differences in attitudes amongst stakeholders and highlight that the L1 in EMI classrooms in Thailand and Vietnam, albeit used sparingly, is a useful pedagogical tool. Overall, however, participants preferred native-accented teachers with experience abroad, and English-only instruction. This study calls for more research into raising awareness of Global Englishes and translanguaging practices to challenge such attitudes, university language policies, and teacher recruitment practices that seem to reflect native-speakerism and discourage bilingual instruction or L1 use in EMI classes.

show abstract

Section: Global Englishes and Norms In The Emi Classroommentioning

confidence: 99%

‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education

Şahan

Galloway

McKinley

2022

Language Teaching Research

View full text Add to dashboard Cite

show abstract

“…It is tempting to suggest that findings like these (and others like them, e.g. Kuteeva et al 2015) indicate that we are witnessing an emancipation from the shackles of monolingual standard language ideology in the use of English as a lingua franca in 'the international university'.…”

Section: Background To the Studymentioning

confidence: 88%

Language regulation in collaborative student writing: a case study

Mortensen

2018

Language and Education

View full text Add to dashboard Cite

The article provides a micro-analytical perspective on processes of collaborative writing among university students at an international BA programme in Denmark, investigating the extent to which language regulation takes place as part of the students' joint writing activities and exploring the language ideological underpinnings of such regulatory practices. Four overall analytical observations are made concerning the practices of the group: 1) Writing is a multilingual process; 2) Written products are monolingual; 3) Language regulation rarely concerns form; 4) Getting the message across is key. These findings are discussed in relation to existing findings in the literature and related to the topic of university language policy.The article provides a micro-analytical perspective on processes of collaborative writing among university students at an international BA programme in Denmark, investigating the extent to which language regulation takes place as part of the students' joint writing activities and exploring the language ideological underpinnings of such regulatory practices. Four overall analytical observations are made concerning the practices of the group: 1) Writing is a multilingual process; 2) Written products are monolingual; 3)Language regulation rarely concerns form; 4) Getting the message across is key. These findings are discussed in relation to existing findings in the literature and related to the topic of university language policy.

show abstract

“…This reflects a high awareness of the importance of English and its supremacy not only as the lingua franca of academia but also as the language of the global market. Indeed, the respondents joined their Swedish peers in Kuteeva et al (2015) in perceiving English favorably. The mean of student responses to "EMI is an authentic way to learn English" is a relatively high mean (3.76) and a relatively low standard deviation of 1.37.…”

Section: Attitudes Toward English and Emimentioning

confidence: 99%

“…Students worldwide expressed overall satisfaction with the use of EMI. For example, Kuteeva et al (2015) reported the students' statistically had a positive attitude with an awareness that is the lingua franca of the business market. Another key finding in this study is that while Swedish students were so confident with their use of English that they could use it naturally, international students in Swedish HEIs reported some anxiety in the use of English.…”

Section: Students' Perception Of English and Emimentioning

confidence: 99%

See 1 more Smart Citation

English-medium instruction in Tunisia: Perspectives of students

Abdeljaoued

2023

Front. Psychol.

View full text Add to dashboard Cite

This article gives a Tunisian perspective to the ongoing debate on the adoption of English-medium instruction (EMI) across the globe and notably in the Middle East and North Africa (MENA). It explores the attitudes of students toward EMI, especially in relation to French, the default medium of instruction at Tunisian universities. It also investigates the challenges that students encounter in courses mediated through English. Finally, it reports on the current EMI practices as they are conducted in the classroom setting. The article uses a mixed approach involving quantitative data collected via an online survey and qualitative data via classroom observation and note-taking. It was found that students typically held a positive attitude toward English and an awareness of its importance. They displayed a pragmatic stance as they associated English with research, technology, mobility, employability, and career prospects. While English is used as the language of the curriculum and documentation, students engage in translanguaging practices to ensure an effective dialog with content teachers and better acquisition of academic content. Given their multilingual repertoire and the status of French, students used French and English in parallel and, to a lesser extent, Tunisian Arabic. They tended to switch to French to ensure a more effective classroom exchange, especially when English fails them. Teachers used translanguaging in order to promote students’ engagement in the academic content.

show abstract

8. “It’s so natural to mix languages”: Attitudes towards English-medium instruction in Sweden

Cited by 5 publications

References 0 publications

‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education

‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education

Language regulation in collaborative student writing: a case study

English-medium instruction in Tunisia: Perspectives of students

Contact Info

Product

Resources

About