Linguistic competence and professional identity in English medium instruction

House, Juliane; Lévy-Tödter, Magdalène

doi:10.1075/hsm.9.03hou

Cited by 13 publications

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“…In relation to ITAs, some department administrators may need only a language screening procedure because they believe their graduate students are academically prepared to take on teaching responsibilities in the department and that teaching experience is not a prerequisite for the job (Saif, ). The same situation is evident in the European EMI context where all EMI lecturers have been hired by the university because of their disciplinary expertise, and many of them have had rich teaching experience in the local language(s) (Dimova, ; House & Lévy‐Tödter, ); assessment of topical knowledge and pedagogical skills becomes, therefore, superfluous.…”

Section: Literature Reviewmentioning

confidence: 90%

Assessing English‐Medium Instruction Lecturer Language Proficiency Across Disciplines

Dimova

Kling

2018

TESOL Quarterly

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The rapid increase of English‐medium instruction (EMI) programs across Europe has raised concerns regarding the oral competencies of nonnative English speaking lecturers and the implications for the quality of teaching. Consequently, lecturers’ English proficiency is under scrutiny and universities are implementing internal assessment procedures. Given the complexity of the local teaching and learning contexts in which these assessments are administered and used, answering the questions about whether and how to address the interface between language, disciplinary content, and pedagogy in the assessment procedure has been a struggle. This study is based on an oral English certification test for university EMI lecturers. Holistic scores and formative feedback reports (N = 400) from six raters, and interviews with lecturers (N = 10) were used to analyze questions related to (1) rater bias, (2) references to pedagogy, (3) reported lexical content, and (4) EMI lecturers’ perceptions about their disciplinary knowledge and vocabulary use. Rating data were examined using multifacet Rasch measurement (MFRM), while formative feedback reports and interview data were analyzed in NVivo10. MFRM results suggested no significant bias, or interaction, between raters and departments. In the written formative feedback, raters referred to linguistic aspects of pedagogy (e.g., “utilization of stress and intonation to convey pragmatic meaning”) rather than to lecturers’ classroom behavior. As for vocabulary references, results suggest that the identified problems align with general rather than domain‐specific vocabulary. Interview findings suggest that, despite awareness of their lack of nuanced vocabulary, lecturers’ content knowledge and teaching experience facilitate their language performance.

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Section: Literature Reviewmentioning

confidence: 90%

Assessing English‐Medium Instruction Lecturer Language Proficiency Across Disciplines

Dimova

Kling

2018

TESOL Quarterly

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“…The European Recommendation on Key Competences for Lifelong Learning (2006) advocates communication in both one's mother tongue and a foreign language as an essential learning strategy for citizens in a knowledgebased society. Teachers, especially in Spain, have traditionally focused on the development of linguistic competence; in fact, research has also typically delved into it (Ariffin & Husin, 2011;Celce-Murcia, Dörnyei, & Thurrell, 1995;House & Lèvy-Tödter, 2010;Morell et al, 2014;Várkuti, 2010, just to cite a few examples). However, the CEFR divides communicative competence into linguistic, sociolinguistic and pragmatic subcompetences.…”

Section: Introductionmentioning

confidence: 99%

Strategies and Resources for the Acquisition and Learning of Communicative Competence in the Foreign Language

Ruiz

2018

THS

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The European Recommendation on Key Competences for Lifelong Learning (2006) advocates communication in both the mother tongue and the foreign language as an essential learning strategy for citizens in a knowledge-based society. In Spanish education, linguistic competence has been widely developed and researched. However, the Common European Framework of Reference divides communicative competence into linguistic, sociolinguistic and pragmatic subcompetences. Considering this, the aim of the present paper is to provide strategies and resources to develop these three subcompetences in the foreign language and content and language integrated learning (CLIL) classrooms. The results will allow both teachers and learners to know which aspects speakers of foreign languages must master if they want to become communicatively competent.

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Pragmatics of Lingua Franca Interaction

House¹

2012

The Encyclopedia of Applied Linguistics

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Linguistic competence and professional identity in English medium instruction

Cited by 13 publications

References 0 publications

Assessing English‐Medium Instruction Lecturer Language Proficiency Across Disciplines

Assessing English‐Medium Instruction Lecturer Language Proficiency Across Disciplines

Strategies and Resources for the Acquisition and Learning of Communicative Competence in the Foreign Language

Pragmatics of Lingua Franca Interaction

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