Capturing EMI Teachers' Linguistic Needs: A Usage-Based Perspective

Autor/in	Gustafsson, Hana
Titel	Capturing EMI Teachers' Linguistic Needs: A Usage-Based Perspective
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 9, S.1071-1082 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gustafsson, Hana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1425367
Schlagwörter	Language Usage; Second Language Learning; Second Language Instruction; English (Second Language); Language of Instruction; Educational Needs; Medical Education; International Education; Medical School Faculty; Cultural Awareness; Faculty Development; Teaching Methods; Teacher Collaboration; Educational Policy; Syntax; Vocabulary Skills; Language Proficiency; Language Variation; Language Attitudes; Content and Language Integrated Learning; Problem Based Learning; Foreign Countries; Teacher Attitudes; Netherlands + Suchen Sie Ihr Suchwort? Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Educational need; Bildungsbedarf; Medizinische Ausbildung; Internationale Erziehung; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Politics of education; Bildungspolitik; Aktiver Wortschatz; Language skill; Language skills; Sprachkompetenz; Sprachenvielfalt; Sprachverhalten; CLIL; Lernkonzept; Problem-based learning; Problemorientiertes Lernen; Ausland; Lehrerverhalten; Niederlande
Abstract	Drawing on usage-based approaches this paper addresses the challenge of capturing EMI teachers' linguistic needs for the purposes of teacher training in international Medical Education. The focus is on EMI medical teachers in various instructional formats. Each format requires a specific linguistic repertoire resulting dynamic interactions of linguistic, didactic, and intercultural competence, which is difficult to define in linguistic modules such as syntax and lexicon. Moreover, a generic native speaker standard of language proficiency is questionable in this ELF context. Capturing the relevant EMI competence as linguistic units that can be taught in teacher training programs is therefore a challenge. The paper builds on central tenets shared by a number of usage-based approaches to propose that linguistic units of EMI competence can be conceptualized as highly specific language functions arising from a specific EMI instructional context and mapping onto suitable formulations in ELF. This conceptualization was applied in a local teacher training initiative. First, subject-specific language functions were identified through a combined analysis of the EMI instructional context and the teachers' instructional practices. Second, the identification procedure formed a starting point for a collaborative teacher training program. Third, a policy document was drafted, taking into account institutional limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01