English-Medium Instruction in the Australian Higher Education: Untold Stories of Academics from Non-Native English-Speaking Backgrounds

Autor/inn/en	Dang, Thi Kim Anh; Vu, Thao Thi Phuong
Titel	English-Medium Instruction in the Australian Higher Education: Untold Stories of Academics from Non-Native English-Speaking Backgrounds
Quelle	In: Current Issues in Language Planning, 21 (2020) 3, S.279-300 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dang, Thi Kim Anh) ORCID (Vu, Thao Thi Phuong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2019.1641350
Schlagwörter	Language of Instruction; English (Second Language); Second Language Learning; International Education; Native Language; Foreign Students; College Faculty; Foreign Nationals; Teacher Attitudes; Teaching Experience; Teacher Characteristics; Sociocultural Patterns; Teaching Methods; Barriers; Foreign Countries; Universities; Faculty Development; Intercultural Communication; Australia + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Internationale Erziehung; Fakultät; Ausländer; Ausländerin; Lehrerverhalten; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; University; Universität; Interkulturelle Kommunikation; Australien
Abstract	The literature on English-medium instruction (EMI) has predominantly focused on contexts where English is not the first language. Little is known about EMI in traditional English-speaking (Anglophone) contexts like Australia, where English is the first language. The highly internationalised Australian higher education has witnessed a growing cohort of foreign-born students and academics, many from non-native English-speaking backgrounds (NESB). Whilst the issue of EMI for NESB students has received increased attention, the EMI-related challenges facing NESB academics have been overlooked. This paper explores communicative and pedagogical challenges and associated strategies of NESB academics as they revealed untold stories about their teaching experiences in this EMI context. It adopts a Vygotsky's socio-cultural theoretical perspective in conceptualising English as a tool academics appropriate to mediate their teaching. A modified EMI competence framework further elaborates the use of English as a pedagogical and communicative tool. Data were generated through individual interviews and survey questionnaire with NESB academics at an Australian university. Findings revealed multiple challenges facing the academics and strategies they applied to adapt English, as a mediational tool, to effectively mediate their teaching. The study has implications for EMI research in Anglophone contexts and professional development and institutional support for NESB academics. (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