This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It specifically focuses on classroom discourse analysis across different disciplines and settings. The main themes of this book are: describing the state educational policies toward English-medium instruction at the tertiary level; distinguishing English-medium instruction from mainstream foreign language learning; analyzing curricula and discourse at the classroom level and evaluating the learning effectiveness of these courses. This book covers the widespread implementation of English-medium courses in China across different disciplines, and it provides a window for researchers and practitioners from other parts of the world to see the curriculum design, lesson planning, discourse features and teacher-student interaction in English-medium classrooms in China. Contributors to this volume consists of a panel of highly respected researchers in the fields of bilingual education, English-medium instruction, classroom discourse analysis and language program evaluation.
"Examining English-medium instruction in Chinese higher education from multiple perspectives and via a variety of research methodologies, this valuable collection of new studies presents a rich analysis of policy initiatives, classroom happenings, and stakeholders’ perceptions. It is an informative read for educational policymakers, practitioners, researchers, and graduate students who are interested in language-in-education policies and practices in China." -- Guangwei Hu, Nanyang Technological University, Singapore
Introduction (Jing Zhao and L. Quentin Dixon)
Part I Perspectives
Chapter 1: Balance of Content and Language in English-Medium Instruction Classrooms (Xiao Yang)
Chapter 2: College Students’ Perspectives on English Medium Instruction and their English Learning Motivational Intensity (Rining Wei,Jieyun Feng and Qing Ma)
Chapter 3: College Students’ Attitudes Toward English-Medium Instruction and the English Language (Hongchen Xu)
Part II Classroom Discourse
Chapter 4: English-Medium Instruction in a Medical School: Managing Classroom Discourse (Chenguang Chang)
Chapter 5: English-Medium Instruction Classroom Discourse in a Liberal Arts School: History Recontextualized (Hui Yu and Meng, Liu)
Chapter 6: English-Medium Instruction in a Math Class: An Observation Study of Classroom Discourse (Fuhui Tong and Shifang Tang)
Part III Evaluation
Chapter 7: Evaluation of learning outcomes in an education course: Does it work? (Miao Li)
Chapter 8: Using English to Teach Content Courses in Universities for Nationalities: Policies, Practices and Challenges (Anwei Feng, Huang Binlan, Li Qiang, Ma Fu, Zhang Zhenai, Zhang Biao, Liang Shuang, Li Liang and Pei Xianghua)
Chapter 9: Asking and Answering Questions in English-Medium Instruction Classrooms: What is the Cognitive and Syntactic Complexity Level? (Guangwei Hu and Xiuhai Li)
Conclusion (L. Quentin Dixon and Jing Zhao)
In Asia, schooling, teaching and learning are undergoing major changes as a consequence of wider economic, social, cultural and political movements. The success of some Asian countries in international education benchmarks has redirected attention to the region. This is counterbalanced by other countries that are struggling to educate their citizens in the midst of political instability, ideological and religious tensions, poverty and natural disasters. In spite of such broad differences across countries in Asia, pioneering and innovative research is being conducted that is of increasing interest to researchers, practitioners, policymakers, and governments worldwide.
The Routledge Critical Studies in Asian Education book series will examine key theoretical and empirical research on the changing institutional and cultural contexts of Asian education. The series aims to establish a strong platform for the critical discussion of educational practices and pedagogies in Asia, and is open to Asian and international researchers with a focus on the region. Interdisciplinary research is welcomed, including education, social sciences, psychology, organisational studies, economics, history, political science, cultural studies, and language and literacy.