Mapping lecturer questions and their pedagogical goals in Spanish- andEnglish-medium instruction

Sánchez-García, Davinia

doi:10.1075/jicb.18016.san

Cited by 12 publications

(14 citation statements)

References 34 publications

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“…Although current teaching methodologies are aimed at fostering more egalitarian roles in classroom participation, the teacher still holds the upper hand when it comes not only to organizing and leading the classroom but also to distributing the floor (Hu & Li, 2017;Sánchez-García, 2020;Teo, 2016). Larson and Lovelace (2015) observed that instructors attempted to engage their students by regularly asking questions in lecture-based science classes at a large public research university in the United States.…”

Section: Complexity and Questioning Practicesmentioning

confidence: 99%

“…In this vein, underscore that previous studies have revealed that local EMI teachers often lack the necessary linguistic proficiency to engage their students in interaction. Despite these limitations, teachers tend to dominate the interaction and the low level of students' participation is more often than not conditioned by teachers' questioning practices Macaro & Childs, 2021;Sánchez-García, 2020).…”

Section: Introductionmentioning

confidence: 99%

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An Examination of the Degree of Complexity of Teacher Questions in English-Medium University Courses

Lasagabaster,

Doiz

2024

laclil

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Research has demonstrated that questions are essential when teachers endeavor to foster students’ comprehension and learning of the subject taught. However, there is a scarcity of studies on questioning practices in English-medium instruction (EMI) settings. In this study, we aim to fill this gap by focusing on the linguistic complexity of the questions put forward by EMI lecturers by paying particular heed to whether the disciplinary culture exerts any influence on the complexity of lecturers’ questioning practices. The study was conducted at four public Spanish universities in which the classes delivered by nine EMI lecturers from three different disciplines (history, economics, and engineering) were recorded and analyzed. The statistical analyses performed found no significant differences in the lexical and syntactic complexity of the questions posed in the three disciplines, while language at the C level of the Common European Framework of Reference for Languages (CEFR) was conspicuous by its absence. These results lead us to conclude that if students are not widely exposed to language at the C level of the CEFR, oral language development and improvement may not be promoted in EMI courses. Therefore, EMI teacher training should be given more attention.

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Section: Complexity and Questioning Practicesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Examination of the Degree of Complexity of Teacher Questions in English-Medium University Courses

Lasagabaster,

Doiz

2024

laclil

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“…That lecturers would have different views on English as a medium of instruction (EMI) is not surprising since its pedagogical benefits as a medium of instruction have not been fully established by research yet (Dearden, 2015). Its effectiveness as a medium for learning depends on factors like the availability of interaction opportunities in the classroom, the alignment of interactions with the intended pedagogical goals (Sánchez-García, 2020), the ability of the students to express themselves in English (Lo & Macaro, 2015), and it also depends on the role of students' first language in EMI (Nashaat-Sobhy, 2017). Another point of concern some lecturers may have is deciding which variety or register of English to use in their EMI classrooms (for more on this point, see Young & Walsh, 2010).…”

Section: Journal For the Psychology Of Language Learningmentioning

confidence: 99%

Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings

Sobhy¹,

Sánchez-García²

2020

JPLL

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In this chapter we analyzed lecturers’ attitudes towards using English in European Higher Education settings. Twenty-eight university teachers were brought together from thirteen universities across six European countries for an online training for teachers in English Medium Instruction (EMI) settings. The lecturers’ written exchanges about English as an academic Lingua Franca (ELF) in one of the training modules were the target of our study. These exchanges (110 posts) were coded and analyzed using Martin and White’s (2005) Appraisal Theory, which is a model of evaluation within the general theoretical framework of systemic functional linguistics. In this framework, affect, judgement and appreciation are regarded as regions (types) of feelings in interpersonal language that reflect attitude (positive or negative). The results showed that teachers’ exchanges about ELF are interwoven with other types of English, in which they discussed different stakeholders and aspects of English, towards which their attitudes vary, which points to the multidimensionality of attitudes towards EMI. The results also show that appreciation and judgment regions were used more than affect in their language when discussing the use of English in Higher Education (HE).

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“…(iii) The bulk of research has been in mathematics (see [11] for a systematic review of 15 studies; [12]), business administration [13], and science classrooms [1,3,[14][15][16], while few papers have dealt with humanities, as is the case of the present study.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level

Doiz

Lasagabaster

2023

Education Sciences

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Teacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on this topic in higher education, this article analyses what type of questions EMI history lecturers pose and whether they are subject to individual differences. The study is based on 12 two-hour lectures whose transcriptions were analysed by three researchers. The results showed that instructional or content question types were much more commonplace than regulative questions (related to classroom procedures). Confirmation check, display and referential questions, which belong in the instructional category, were not posed to fulfil their intended pedagogic goals, a limitation accentuated by students’ trend to provide short responses. These results reveal the need to design teacher training courses aimed at developing teachers’ interactional abilities. Since questioning practices varied considerably between lecturers, customized training sessions should also be considered.

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Mapping lecturer questions and their pedagogical goals in Spanish- andEnglish-medium instruction

Cited by 12 publications

References 34 publications

An Examination of the Degree of Complexity of Teacher Questions in English-Medium University Courses

An Examination of the Degree of Complexity of Teacher Questions in English-Medium University Courses

Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings

An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level

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