From language learner to language user in English-medium higher education: Language development brokers outside the language classroom

Abstract

This article explores, from within the social constructivist paradigm and drawing on data from twentyone semi-structured interviews with international postgraduate university students approaching the end of a one-year full-time taught Masters degree in the UK, the range of language development brokers that have had an impact on these students' trajectory from language learner to language user. Students from a range of first language backgrounds contributed insights about key people, outside formal language teaching contexts, who supported and resourced their language development. While existing research has tended to focus on formal language instruction settings, this article puts forward insights to inform the fine tuning of language development provision in English-medium instruction (EMI) contexts outside traditional language classrooms, and to contribute to EMI students' academic and professional success. KeywordsInternational students, English-medium instruction, language development brokers Language Learners, Language Users and Language Development BrokersThe assumption behind the concept of 'study abroad' (viewed either as one component of a degree programme or as travelling abroad to undertake a full programme of study based in the destination country) is that language development is an inevitable consequence, as a result of exposure to language both in and out of formal instruction contexts. Non-English-speaking students travelling to an English-speaking country for a higher education degree may experience pre-degree preparatory language classes as well as participating in language classes which run alongside specialist subject

Students’ Transitions Through English Medium Instruction Environment: A Kyrgyz Case

“…For example, in Aizawa and Rose (2020) study, only students with previous English language learning and instruction experience reported advantageous and enabling effects of a university EMI experience. Similar was the case in Evans and Morrison (2011b, 2017, Kim et al (2014), Belhiah and Elhami (2015), Bolton et al (2017), Chu et al (2018), andHua (2020). Bolton et al (2017) reported the intermediary role of disciplinary background and level of study in positively informing these experiences.…”

“…Compared to the initial struggle, a perceived improvement in students' confidence in their writing and speaking skills is apparent. This change in the participants' proficiency level in their English language production skills can probably be explained as a transition of struggling learners (that the students were at the initial stage of their learning) into capable users (that the students are at the point of collecting data for this study) (Blaj-Ward, 2017).…”