EMI Lecturers in International Universities: Is a Native/Non-Native English-Speaking Background Relevant?

Autor/inn/en	Inbar-Lourie, Ofra; Donitsa-Schmidt, Smadar
Titel	EMI Lecturers in International Universities: Is a Native/Non-Native English-Speaking Background Relevant?
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 3, S.301-313 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inbar-Lourie, Ofra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1652558
Schlagwörter	Jews; Native Language; Foreign Countries; English (Second Language); Second Language Learning; Language of Instruction; Higher Education; Student Attitudes; Arabs; College Faculty; Teacher Characteristics; Teaching Methods; Language Proficiency; Intellectual Disciplines; Learning Experience; Preferences; College Students; Cultural Awareness; Teacher Effectiveness; Israel + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Arab; Araber; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Geisteswissenschaften; Lernerfahrung; Collegestudent; Cultural identity; Kulturelle Identität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Though the relevance of language teachers' native/non-native (N/NN) background has been researched extensively, little is known about its applicability to cases where the lecturer uses English as the medium of instruction (EMI). This study's purpose, which was conducted in Israeli higher education institutions, was to elicit students' perceptions on this topic and to explore their expectations regarding desired EMI lecturers' qualities. The participants were 465 students (349 Israeli Jews, 116 Israeli Arabs) in different academic contexts, with one third studying in EMI courses. We used open-ended and closed questionnaire items to collect data and conducted both quantitative and qualitative analyses. The findings revealed that the preferred EMI lecturer is not necessarily a native English speaker; instead, we found that desired EMI lecturers should be highly proficient in English, subject matter experts, able to simulate an international learning experience, display effective teaching pedagogies in both content and second language, and be familiar with the students' local language and culture. Students' portrayal of the diverse desired attributes of the EMI lecturer extends far beyond the bounds of nativeness. When amalgamated, these competencies form a new construct that is particular to the EMI context, hence corroborating current, critical views of the N/NN distinction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01