“…Bridget notes in her narrative that her original intent in her codeswitching study was “to show languages other than English could be valued”—an implicitly heteroglossic view of languaging in EMI classrooms. In that same paper, she highlights teachers’ “pragmatic” view toward language learning and that it is “normal” to use the first language to facilitate students’ comprehension (Tarnopolsky & Goodman, 2014)—a view aligned with the focus on meaning making under a translanguaging lens. Conversely, reflecting in the interview on her translanguaging analysis, Bridget noted the limitations in her analysis of teacher and student beliefs from a heteroglossic lens:I wasn’t critical enough of teachers who really were enacting an English‐only policy because that same group where students were languaging, were using all of these languages for meaning making and identity formation, the same teacher was going around the classroom saying “I hope you are using only English.” So, I realize now that I need to be more critical of that approach to find ways to explicitly encourage someone like her not to discourage the use of other languages, and at the same time acknowledge that students do use these practices, right, that even if the teacher says “Don’t!” they end up doing it anyway.…”
Section: Integrating Research On Beliefs About Codeswitching and Tranmentioning
There has been increasing ambiguity and debate about the meaning and applicability of the terms codeswitching and translanguaging in English language classrooms. To address this issue, this article first offers a historical overview of the literature on codeswitching and translanguaging. This overview serves as the basis for an updated framework that highlights necessary areas of shift in conceptualization from codeswitching to translanguaging, and dimensions of codeswitching research that can still be integrated into a translanguaging lens. This framework is illuminated through an autobiographical narrative inquiry analysis of a teacher educator and a student‐researcher at an English‐medium university in Kazakhstan, a country that is officially bilingual and developing policies and practices to promote trilingualism. The article reinforces the argument that teachers, teacher educators, and ESOL researchers need to shift from a separate (monoglossic) view of languaging practices to a holistic (heteroglossic) view. Research on teachers’ beliefs and language practices need to be reviewed critically to identify whether they take a monoglossic or heteroglossic view of language practices. The preponderance of spontaneous rather than strategic pedagogical use of translanguaging suggests that teachers and teacher educators in English‐language classrooms need to be explicitly taught ways to incorporate heteroglossic ideologies and intentional translanguaging pedagogies into their teaching practice.
“…Bridget notes in her narrative that her original intent in her codeswitching study was “to show languages other than English could be valued”—an implicitly heteroglossic view of languaging in EMI classrooms. In that same paper, she highlights teachers’ “pragmatic” view toward language learning and that it is “normal” to use the first language to facilitate students’ comprehension (Tarnopolsky & Goodman, 2014)—a view aligned with the focus on meaning making under a translanguaging lens. Conversely, reflecting in the interview on her translanguaging analysis, Bridget noted the limitations in her analysis of teacher and student beliefs from a heteroglossic lens:I wasn’t critical enough of teachers who really were enacting an English‐only policy because that same group where students were languaging, were using all of these languages for meaning making and identity formation, the same teacher was going around the classroom saying “I hope you are using only English.” So, I realize now that I need to be more critical of that approach to find ways to explicitly encourage someone like her not to discourage the use of other languages, and at the same time acknowledge that students do use these practices, right, that even if the teacher says “Don’t!” they end up doing it anyway.…”
Section: Integrating Research On Beliefs About Codeswitching and Tranmentioning
There has been increasing ambiguity and debate about the meaning and applicability of the terms codeswitching and translanguaging in English language classrooms. To address this issue, this article first offers a historical overview of the literature on codeswitching and translanguaging. This overview serves as the basis for an updated framework that highlights necessary areas of shift in conceptualization from codeswitching to translanguaging, and dimensions of codeswitching research that can still be integrated into a translanguaging lens. This framework is illuminated through an autobiographical narrative inquiry analysis of a teacher educator and a student‐researcher at an English‐medium university in Kazakhstan, a country that is officially bilingual and developing policies and practices to promote trilingualism. The article reinforces the argument that teachers, teacher educators, and ESOL researchers need to shift from a separate (monoglossic) view of languaging practices to a holistic (heteroglossic) view. Research on teachers’ beliefs and language practices need to be reviewed critically to identify whether they take a monoglossic or heteroglossic view of language practices. The preponderance of spontaneous rather than strategic pedagogical use of translanguaging suggests that teachers and teacher educators in English‐language classrooms need to be explicitly taught ways to incorporate heteroglossic ideologies and intentional translanguaging pedagogies into their teaching practice.
“…(Original English and Russian from audio file, March 18, 2011) In other words, Aleksandr Nikolayevich confirmed that he feels he cannot critique his students as harshly in English as he would in Russian due to the 'surreal' situation that neither the teacher nor the students are performing in their native language. This explains why other teachers chose to discipline students in EMI classes in the Russian language (Tarnopolsky & Goodman, 2014; see also Bonacina-Pugh & Gafaranga 2011, Kirkebaek 2013, Söderlundh 2013.…”
Section: Classroom Managementmentioning
confidence: 99%
“…Of these, two universities offer programs that allow students to obtain a dual degree issued by the Ukrainian Ministry of Education and a university in an EU country. Nevertheless, it has been predicted that the number of EMI programs in Ukraine will increase in the future (Tarnopolsky & Goodman, 2014).…”
English as a medium of instruction (EMI) programs are an increasing phenomenon in European universities. This paper takes an ethnographic approach to understanding the impact of EMI on pedagogy in a private university in eastern Ukraine. Fieldwork was conducted over the 2010-2011 academic year in 9 English-medium and 3 Russian-medium classes. Data indicated that EMI education posed staffing challenges, as teachers were either language experts with low content knowledge or were content experts with anxiety about their English language skills. In addition, it was at times difficult to obtain textbooks and other print resources in English. Some teachers found teaching in a foreign language necessitated adjustments to speaking pace, discipline, and general classroom discourse. Despite these issues, teachers and students saw teaching and learning in English as a worthwhile opportunity.
“…Codeswitching behaviour was documented by Tarnopolsky & Goodman (2014) in a Ukrainian university by comparing codeswitching between EFL and EMI classes using a corpus of 52 lectures. EMI teachers switched for similar reasons to those in EFL classes, for example, explaining the meaning of words, and checking students' comprehension.…”
Section: Focus On Pedagogical Strategies In the Emi Classroommentioning
After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research outputs with those from other phases of education. An in-depth review of 83 studies in HE documents the growth of EMI in different geographical areas. We describe studies which have investigated university teachers' beliefs and those of students before attempting to synthesise the evidence on whether teaching academic subjects through the medium of English as a second language (L2) is of benefit to developing English proficiency without a detrimental effect on content learning. We conclude that key stakeholders have serious concerns regarding the introduction and implementation of EMI despite sometimes recognising its inevitability. We also conclude that the research evidence to date is insufficient to assert that EMI benefits language learning nor that it is clearly detrimental to content learning. There are also insufficient studies demonstrating, through the classroom discourse, the kind of practice which may lead to beneficial outcomes. This insufficiency, we argue, is partly due to research methodology problems both at the micro and macro level.at https://www.cambridge.org/core/terms. https://doi
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