Finding Their Feet: Lecturers' and Students' Perceptions of English as a Medium of Instruction in a Recently-Implemented Master's Programme at an Italian University

Autor/inn/en	Rowland, Leonie; Murray, Neil
Titel	Finding Their Feet: Lecturers' and Students' Perceptions of English as a Medium of Instruction in a Recently-Implemented Master's Programme at an Italian University
Quelle	In: Journal of Multilingual and Multicultural Development, 41 (2020) 3, S.232-245 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murray, Neil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1614186
Schlagwörter	Teacher Attitudes; Student Attitudes; English (Second Language); Language of Instruction; Masters Programs; Foreign Countries; Language Proficiency; Educational Quality; Positive Attitudes; Educational Benefits; Educational Strategies; Native Language; Language Attitudes; Course Content; Graduate Students; Student Evaluation; Biomedicine; Science Education; Italy + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Magister course; Magisterstudiengang; Ausland; Language skill; Language skills; Sprachkompetenz; Quality of education; Bildungsqualität; Bildungsertrag; Lehrstrategie; Sprachverhalten; Kursprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulnote; Studentische Bewertung; Biomedizin; Naturwissenschaftliche Bildung; Italien
Abstract	This article reports on a small-scale qualitative study designed to explore lecturers' and students' experiences of teaching and learning on a recently-implemented MSc programme in Biomedical Sciences taught in the medium of English at an Italian university. A focus group format was employed to interview twelve students on the programme, and individual interviews were conducted with six lecturers. Participants' views were elicited concerning the language proficiency of both students and lecturers, the strategies adopted to meet any challenges associated with weak language skills where these were thought to exist, and the perceived impact of EMI on assessment and the quality of course content. Findings indicate that despite quite lenient language entry requirements, students felt able to cope with the demands of the programme and felt positively disposed towards it and the benefits it afforded, despite at times placing extra demands on them. Lecturers similarly felt positive about the experience both in terms of the students' and their own development. There is evidence that flexible attitudes towards the use of students' L1, and the strategies lecturers adopted in their efforts to accommodate to students, were important determinants of these attitudes and the generally positive experience widely reported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01