Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature

Pun, Jack; Fu, Xuehua; Cheung, Kason Ka Ching

doi:10.1080/03057267.2023.2188704

Cited by 24 publications

(5 citation statements)

References 113 publications

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“…First, approaches focusing on language have been studied intensely in different cultural contexts, mostly looking at learners whose first language differs from the language of instruction. For an in‐depth review of the literature please refer to the article by Pun et al (2024) because the breadth of this literature could not be considered in this study. However, within the present review, some selected findings were documented.…”

Section: Resultsmentioning

confidence: 99%

“…For an in-depth review of the literature please refer to the article by Pun et al (2024) because the breadth of this literature could not be considered in this study. However, within the present review, some selected findings were documented.…”

Section: Further Approachesmentioning

confidence: 99%

“…Further, the coordination of Western science knowledge with Indigenous knowledge systems and the aspects of translanguaging and language-sensitive science teaching are highly relevant topics for equity but could not be covered in this review. For an overview of the role of language in the science classroom see Pun et al (2024); for an overview of the coordination of science with Indigenous knowledge systems, see Rüschenpöhler (2023).…”

Section: Limitations and Applicabilitymentioning

confidence: 99%

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A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

Rüschenpöhler

2024

Science Education

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This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the “old world” in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the “old world” as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed.

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Section: Resultsmentioning

confidence: 99%

Section: Further Approachesmentioning

confidence: 99%

Section: Limitations and Applicabilitymentioning

confidence: 99%

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A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

Rüschenpöhler

2024

Science Education

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“…In recent decades, scholars have extensively explored the different dimensions of EMI programs. These include (1) language policy and planning (Karabassova, 2021; Kerimkulova et al ., 2023; Sah and Fang, 2023; Goodman and Karabassova, 2018), (2) teaching and learning processes (Goodman et al ., 2023; Richards and Pun, 2022), (3) perceptions of different stakeholders towards EMI (Al-Riyami and Dayananda, 2022; Goodman et al ., 2022), (4) challenges and concerns (Hajar and Mhamed, 2021; Hajar et al ., 2023; Pun et al ., 2023; Sarmurzin et al ., 2023), (5) teachers' perspectives and training (Deroey, 2023; Macaro and Han, 2020; Karabassova, 2018), (6) student motivation and attitudes (Kojima, 2021; Turhan and Kirkgöz, 2018), (7) discourse of emotions (Hillman, 2023; Sah, 2023a, b; Yuan et al ., 2023), and so on. Initial research conducted in regions such as Hong Kong, where English has been the primary medium of instruction for a considerable period, indicated predominantly favorable perceptions towards EMI, as reported by Evans and Morrison (2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Amanzhol,

Amanova,

Kerimbekova

et al. 2023

AEDS

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PurposeAs a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.Design/methodology/approachQualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.FindingsFollowing an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.Originality/valueThe results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

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“…Promoting language skills and expression of language is an apparent objective in all subjects in K-12 education, including science. This presents particular challenges for English-as-a-second-language (ESL) learners, as they need to bridge meanings across their first language (L1) and second language (L2) (Pun et al, 2023 ). Current scholarship focuses on micro-analysis of what difficulties students face when they write technical terms [e.g., Ha and Hyland ( 2017 )], non-technical terms (e.g., Coxhead, 2000 ), or use logical connectives (Quílez, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Developing and validating a genre awareness questionnaire for writing scientific reports

Pun

Cheung

2023

Front. Psychol.

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Current scholarship on language awareness focuses on learners' noticing of forms and functions of language. In writing scientific reports, learners need to be aware of the Introduction, Method, Results, and Discussion (IMRD) genres. While scholarship explores students' language awareness in writing genres for scientific reports, there is a limited quantitative instrument for researchers to measure students' language awareness in these four genres of writing scientific articles. This study investigates the structure of factors of Language Awareness of Genres in a Scientific Writing Questionnaire that measures students' awareness of IMRD genres for L2 bilingual secondary school students in Hong Kong (N = 234). Content validity and construct validity were used. The results show that this instrument is reliable for researchers and teachers to understand the effectiveness of specific genre-based interventions on genre awareness.

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Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature

Cited by 24 publications

References 113 publications

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Developing and validating a genre awareness questionnaire for writing scientific reports

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