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Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language

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John Airey at Stockholm University
John Airey
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Abstract

El presente trabajo documenta las experiencias de profesores universitarios en Suecia cuando pasan de la enseñanza en su lengua materna a la enseñanza en inglés. Dieciocho profesores pertenecientes a dos universidades suecas participaron en un curso de formación para profesores en el que debían impartir en inglés el contenido de cursos de materias específicas. Como parte del curso, los profesores participantes impartieron una serie de �mini-lecciones� en su lengua materna sobre una materia específica de su ámbito profesional. A la semana siguiente los profesores volvieron a impartir la misma lección pero, esta vez, en inglés. Se grabaron con técnicas de vídeo y audio los distintos pares de lecciones, los propios profesores hicieron comentarios a las sesiones y los seguidores del curso participaron en un foro de debate en línea (que consta de aproximadamente 60.000 palabras). Además, se entrevistó a doce de los profesores acerca de sus experiencias sobre este cambio de lengua en las clases dando como resultado un total de cuatro horas de material grabado. En el presente trabajo se analiza desde un punto de vista cualitativo los pensamientos y las experiencias relativos al proceso de pasar de la lengua materna a la lengua inglesa como lengua de instrucción y manifestados por los profesores en los debates en línea y en las entrevistas. Los resultados se clasifican en nueve temas. Asimismo se presentan nueve recomendaciones para los profesores que cambian a la lengua inglesa en su docencia. Los resultados se asemejan a los obtenidos en estudios anteriores aunque con una excepción notable: los profesores participantes en este estudio eran muy conscientes de sus limitaciones a la hora de enseñar en inglés, y se entiende que esto puede deberse a su relativa inexperiencia en cuanto al uso de la lengua inglesa como medio de instrucción.
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Ibérica 22 (2011): 35-54
ISSN 1139-7241
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Hablando sobre la enseñanza en inglés: experiencias de los docentes
universitarios en Suecia respecto de cambiar su enseñanza a otra lengua
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John Airey
Uppsala University & Linnaeus University (Sweden)
john.airey@lnu.se
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Ibérica 22 (2011): 35-54
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[Paper received November 2010]
[Revised paper accepted April 2011]
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Ibérica 22 (2011): 35-54
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... Most studies have been conducted in Europe (e.g. Aguilar & Rodríguez, 2012;Airey, 2011;Vinke et al., 1998) and Asia (e.g. Byun et al., 2010;Despitasari, 2021;Murata & Iino, 2017;Ngo, 2019;Walkinshaw et al., 2017). ...
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Since English has become the medium of instruction in most departments in Saudi universities, English language proficiency has become a critical factor in determining academic success. To examine this relationship, the study investigated the correlation between Saudi undergraduates’ English language proficiency and their achievement in mathematics. It also aimed to examine the moderating role of gender in this correlation. To this end, the study analysed the scores for mathematics and English of 160 Saudi undergraduate students (27 male, 133 female), enrolled in the Preparatory Year Program at Bisha University. The results show a statistically significant correlation between English language proficiency and mathematics scores, with no significant moderating influence of gender. Based on these findings, the study draws some implications for enhancing Saudi undergraduate students’ mathematics competence and performance in mathematics tests. Received: 24 June 2023 / Accepted: 24 August 2023 / Published: 5 September 2023
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The current study aims to examine lecturer readiness for English Medium Instruction (EMI) in higher educational institutions and the contextual influences of gender, age, academic qualification, teaching experience, EMI course teaching involvement, and EMI training. A quantitative research design was employed, and a survey questionnaire was completed by 227 lecturers (out of 250 invited participants) from private universities in Klang Valley, Malaysia to gauge self-ratings of personal knowledge, skills, abilities, and attitudes in educating EMI courses. The collected data were subsequently analysed via the Statistical Package for Social Sciences (SPSS) version 27.0 software before revealing the findings from the inferential statistics of the t-test and one-way analysis of variance (ANOVA) on lecturers' gender, age, academic qualification, teaching experience, EMI course teaching involvement, and EMI training. Resultantly, the important role of lecturers' knowledge, understanding, skills, abilities, and attitudes was highlighted to further enhance intercultural communicative competence in managing the increasingly diversified student body in EMI classrooms.
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... In contrast, lower-proficiency students mentioned more fundamental language-related challenges such as taking notes, comprehending grammar structures, or understanding lectures. These aforementioned difficulties experienced by students are also in line with the findings revealed by other studies examining EMI from teachers' perspective in some EMI contexts such as Turkey (Basıbek et al., 2014;Macaro et al., 2016), Spain (Doiz et al., 2011), the United Arab Emirates (Rogier, 2012), Sweden (Airey, 2011), Indonesia (Floris, 2014), and Korea (Choi, 2013). ...
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... joking, insulting, talking casually) while using English owing to cultural and terminological differences (Yıldız, 2021), as was also reported in the previous studies (e.g. Airey, 2011;Rajendram, 2021;Roothooft, 2022;Tatzl, 2011). Their concern is probably with the fact that when told in English, jokes or insulting expressions will not be perceived as funny or make much sense to hearers and enliven the classroom atmosphere for optimal learning, thereby failing to satisfy socio-emotional functions (Rajendram, 2021;Rosiers et al., 2018). ...
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This qualitative study explored the perspectives of 15 EMI students on translanguaging in EMI classes, as well as the functions of translanguaging in content teaching and learning. It also examined how EMI stakeholders orient to such practices against the continuum of perspectives on bi/multilingual language use. Drawing on semi-structured interviews and qualitative content analysis, the data revealed that most lecturers tend to operate through English only, barring the use of L1 resources in classes, in line with the virtual position, which prefers English use only. On the other hand, most students adopt the optimal position, which values L1 resources in teaching, recognizing the vital role and pedagogical value of such resources in accessing content knowledge and socio-emotional resources. However, the study found that many lecturers, who demonstrated pejorative orientations towards bi/multilingual practices, did not hold the optimal position. Overall, the study underscores the need for a shift towards a multilingual turn in EMI classes with an understanding of English within multilingualism.
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... In the interview, Beatriu showed insecurities in relation to her English language level and explained that she felt less capable of improvising in EMI courses than in L1 ones. Thus, such insecurities might have conditioned the way she related to and behaved with students by being less spontaneous, interactive and accessible (both physically and affectively) (Airey, 2011;Diert-Boté & Martin-Rubió, 2022;Tange, 2010). Indeed, several studies have pointed out how language-related concerns overlap with pedagogical issues in the EMI classroom (Pérez-Cañado, 2018;Piquer-Píriz & Castellano-Risco, 2021), and particularly with different amounts of teacher-student interaction (Morell, 2018(Morell, , 2020. ...
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English-medium instruction (EMI) settings can be particularly challenging for lecturers since they must teach disciplinary content through a foreign language. This paper centers on an episode that reflects the demanding nature of EMI classrooms: a student objects to a part of the task instructions provided by the lecturer. Therefore, the objective of this study is first, to investigate the strategies used by an EMI lecturer in managing a challenging episode; and second, to identify the contextual factors that potentially impacted the lecturer’s pedagogical and interactional decisions in this situation. The episode is analyzed using multimodal analysis ( Norris, 2004 ) and ethnographic knowledge from an interview with the lecturer. Findings reveal some degree of struggle in managing the situation adeptly, and suggest that unclearly delivered instructions, a resistance to delving into the underlying reason behind the conflict, an English-only policy, and a degree of language insecurity (and perhaps even lack of proficiency) appear to have played a relevant role in how the episode unfolded and was approached by the lecturer.
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English-Medium Instruction
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Full-text available
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A large volume of research has examined learners’ problems and their solutions in the EMI context. However, there is still scarce attention to classroom interaction and how lecturers make decisions for better language practices in the tertiary EMI contexts. Classroom interaction, in this respect, provides us with crucial information to understand the reasons for students’ (in)comprehension and potential actions taken by the lecturer. This chapter attempts to explore how language-related episodes (LREs) occur and how they are managed during classroom-based interaction in two different academic programmes: Food Sciences and English Literature. The data were gathered through audio recordings of class interaction and observations. The audio-recorded data were transcribed and the identified LREs were coded for three characteristics: student learning, content delivery difficulties and teaching practices. The chapter suggests that if students are provided with specific linguistic modules within a collaborative curriculum, EMI practices may function better in university programmes.
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Full-text available
  • Sep 2023
Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that student’s academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’ academic performance in an online learning environment?” “Academic performance” was measured in two ways: number of correctly answered test questions and through-put/drop-out rate. The study adopted an experimental design involving a large group ( n = 2,263) randomized control study in a programming course. Student participants were randomly allocated to an English-medium version of the course (the intervention group) or a Swedish-medium version of the course (the control group). The findings were that students enrolled on the English-medium version of the course answered statistically significantly fewer test questions correctly; the EMI students also dropped out from the course to a statistically significantly higher degree compared to students enrolled on the Swedish version of the course. The conclusion of this study is thus that EMI may, under certain circumstances, have negative consequences for students’ academic performance.
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Bisogni e preoccupazioni del corpo docente impegnato in English Medium Instruction (EMI) Una prospettiva italiana post-pandemia: Una prospettiva italiana post-pandemia
Chapter
Full-text available
  • Apr 2023
The volume collects the contributions of academics from various Italian universities who have worked with Carmel Mary Coonan throughout her career at Ca’ Foscari University. Starting from the themes that have characterised Carmel’s research interests, including Content and Language Integrated Learning (CLIL), professional development for language teachers and action research practice, the volume opens up to original methodological reflections and new lines of research in the field of educational linguistics. The relevance and variety of the studies here described confirm the lively and dynamic character of research and experimentation that shape our discipline. By questioning different language learning environments (both inside and outside language classroom), educational contexts (from kindergarten to university and beyond) and subjects (students as well as teachers), the volume highlights significant gains achieved in the field of language teaching and learning so far. At the same time, however, it makes clear the urge to further boost plurilingualism in language education, a goal that Carmel has tenaciously pursued throughout her whole career.
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Motivation, anxiety and classroom interaction in EMI: A qualitative insight into students’ experiences
Article
  • Apr 2023
This article reports on empirical research examining the motivation and anxiety of 31 undergraduate students enrolled in English medium instruction (EMI) in two Spanish universities. Due to the scant literature on this topic in EMI, the article is intended to fill a research gap by analysing the interplay between classroom interaction, motivation and anxiety. The study aims to reach a better understanding of the driving forces to engage in English-taught programmes at tertiary level and assessing the extent to which motivation and anxiety affect such engagement. The investigation presents the results of an exploratory study screening students enrolled in the first and second years of several degrees –chemistry, computer science, electrical and mechanical engineering, and history. It took a qualitative approach, using focus groups to collect the data. The findings of the study underline the importance of students’ vision as speakers of English interacting fluently in all spheres of their future lives. The positive learning experience in EMI courses is backed by a general anxiety-free atmosphere, fostering student motivation and their engagement in classroom interaction.
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The international university curriculum: Challenges in English-medium engineering education
Thesis
Full-text available
  • Dec 2001
This dissertation describes the effect of the language of instruction from Dutch to English on the student learning results and the lecturing behaviour of Teachers in a Technical University. The main findings point to a temporary decrease in learning results of students who need to become accustomed to the use of another language. Lecturers are perceived as being bad teachers if they do not master the English language. Yet it seems that even despite their proficiency in the English language, lecturers might be assessed as not performing well. Pedagogical behaviour seems to be more predictive of language comprehension than language proficiency. Following from this dissertation recommendations are made for staff development for teaching in English -medium- instruction in higher eduction.
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Sprogvalg på danske universiteter i historisk perspektiv
Article
  • Dec 2017
Spaniere taler spansk, svenskere svensk, og i Danmark taler vi dansk. Sådan er det, og sådan har det altid været.
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Education for the Learning Age: A Sociocultural Approach to Learning to Learn
Chapter
  • Jan 2008
The Purpose of Education: To Thrive on UncertaintyThe Sociocultural Approach to Learning: A Tale of Three DiscoursesThe Layers of CultureResilienceResourcefulnessTime and Open-MindednessConclusion
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Organizing Excursions Into Specialist Discourse Communities: A Sociocultural Account of University Teaching
Chapter
  • Jan 2008
The UK Open UniversityGaining Access to Specialist KnowledgeThe Challenge of Engaging with a Specialist DiscourseSharing Meaning with StudentsConstructing Pathways into the Specialist DiscourseSupporting Students in Becoming Speakers of the Specialist DiscourseConclusion
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English medium of instruction: A situation analysis
Article
  • Feb 2007
The majority of learners in southern Africa receive their education through the medium of a second language, English. Although teachers of English play a crucial role in helping learners to acquire language skills in the medium of instruction, we argue that subject content teachers' lack of attention to the teaching of the four language skills may be a raison d'etre for learners' lack of academic achievement. A situation analysis conducted among three study populations examined the extent to which subject content teachers took responsibility for the teaching of language skills in the content classroom, as well as possible reasons for not doing so. It also shed some light on the amount of language teaching that actually took place in a content classroom. The aim of the situation analysis was to determine whether there was a need for a specialised training course for English second language medium of instruction teachers.
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On the Uses of Members' Responses to Researchers' Accounts
Article
  • Sep 1988
Ethnographic field research has oscillated between suspicion and celebration of members' representations of social reality. The emergence of phenomenologically oriented approaches in the social sciences has resulted in a shift toward the latter position. Indeed, the member's voice has been endowed with such authority that some have suggested that members' responses to a researcher's description comprise a significant measure of the description's adequacy. Using actual episodes in which research findings were presented to members of psychiatric emergency teams, the paper examines the dynamics and problematics of so-called "member validation procedures." Attention is focussed on the ambiguous, interactionally negotiated and politically charged nature of such transactions. Although it is proposed that these transactions are as problematic as any other, they are not to be discounted as a resource for research. Indeed, it is precisely because validation episodes often comprise intense moments of organizational...
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