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.
- Balance of Content and Language in English-Medium Instruction Classrooms
- English-Medium Instruction in a Math Classroom: An Observation Study of Classroom Discourse
- Asking and answering questions in EMI classrooms: What is the Cognitive and Syntactic Complexity Level?
Table of Contents
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)
Jing Zhao is Associate Professor at Sun Yat-sen University, China, and Visiting Research Scholar at Harvard Graduate School of Education, US (2014-15). She earned her doctoral degree in Curriculum and Instruction, specializing in English as a Second Language, from Texas A&M University. Dr. Zhao’s research interests include second language acquisition, effectiveness of various bilingual programs, and ESL/EFL teacher development. Her work appeared in Annals of Dyslexia, International Journal of Bilingualism and Contemporary Educational Psychology.
L. Quentin Dixon is Associate Professor in the Department of Teaching, Learning and Culture, Texas A&M University. Dr. Dixon's research interests focus on the language and literacy development of bilinguals, and in using rigorous quantitative research methods to study educational questions. Dr. Dixon has published in leading journals such as Review of Educational Research, Journal of Research in Reading, and Journal of Applied Developmental Psychology.
"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