English Medium Higher Education in China: Challenges and ELT Support

Autor/inn/en	Zhou, Sihan; McKinley, Jim; Rose, Heath; Xu, Xin
Titel	English Medium Higher Education in China: Challenges and ELT Support
Quelle	In: ELT Journal, 76 (2022) 2, S.261-271 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Sihan) ORCID (McKinley, Jim) ORCID (Rose, Heath) ORCID (Xu, Xin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccab082
Schlagwörter	Foreign Countries; English (Second Language); Language of Instruction; College Students; Second Language Learning; Language Skills; Reading Skills; Writing Skills; Listening Skills; Speech Skills; Barriers; College Faculty; Student Needs; Language Teachers; Readiness; Intervention; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Collegestudent; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mündliche Leistung; Sprachfertigkeit; Fakultät; Language teacher; Sprachunterricht
Abstract	This mixed-methods study explores the language-related difficulties and ELT support offered in English-medium programmes at eight universities in China. Data included a student questionnaire (n = 394) measuring the difficulties of 45 academic tasks, organized around the four skills of reading, writing, listening, and speaking. Results revealed students faced the largest difficulties with productive skills, especially writing. To explore structural language support for overcoming such challenges, fieldwork interviews with twenty-six senior faculty at eight universities in four cities in China were conducted. These revealed three main types of institutional support: concurrent language support from English language teachers offered alongside English medium programmes; preparatory programmes taken before students enrolled in English medium courses, which were prevalent in language-specialist universities; and self-access learning and writing centres, which were found at two transnational universities. When structural support was lacking, content teachers reported making grassroots efforts to help students understand content via use of the students' multilingual repertoires in explanations, interactions, and materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01