Research Methods in English Medium Instruction

1. Introduction

1.1. Research Methods in EMI studies

1.2. A Detailed Synopsis

2. Researching Conducted on Classroom Interaction in the English Medium Instruction Context

2.1. Overview and Context

2.1.2. Research Planning & Design

2.3. Individual Teaching Strategies of EMI Teachers

2.5. Analytical Framework 1: Classroom Discourse Model (Sinclair & Coulthard, 1975)

2.7. Analytical Framework 3: Communicative Approaches (Mortimer & Scott, 2003)

2.9. Concluding Summary

3. Trends in Using Questionnaires for EMI Research: Suggestions for Future Improvements

3.1. Questionnaires and their Significance in EMI

3.2. Current Trends in EMI

3.3. Current Research Designs in EMI

3.4. Suggestions for Improving Quality of Questionnaires in EMI

3.5. Concluding Remarks

4. Teacher’s Cognitions on Motivational Practice in Medium of Instruction Settings: Lessons Learned in Using Stimulated Recalls Interviews

4.1. Background of the Study　

4.2. Motivational Teaching Practice　

4.3. Teacher Cognition

4.4. The Study　

4.5. Lessons Learned

5. Researching Assessment in EMI　

5.1. Project Overview and Context

5.2. Research Planning　

5.2. Research Design

5.3. Method in Detail　　

5.3.1. Data Sources

5.3.2. Data Analysis　

5.4. Practical Lessons Learned

5.5. Concluding Summary

6. Establishing Quality Criteria and an EMI Certification Procedure　

6.1. EMI Teacher Assessment – Initial Idea for a Certification Procedure

6.2. EMI Quality Assurance – How to Measure and Assess Quality　

6.3. Developing a Certification Procedure and Assessment Criteria

6.3.1. The Certification Procedure and Evaluation Process　　

6.3.2. The Criteria for Linguistic Competencies

6.3.3. The Criteria for Communicative Competencies　

6.4. An Excerpt of Dual-Perspective Assessment Criteria in Practice　

6.5. Findings, Lessons Learned and Potential Implications

7. Corpus Linguistic Methods in EMI Research: A Missed Opportunity?　

7.1. Overview

7.2. Introduction　

7.3. Focus on Vocabulary and Grammar

7.4. Focus on Written and Spoken Discourse　

7.5. Focus on Discourse Functions and Interaction

7.6. Concluding Remarks

8. Developing Collaborative Lesson Planning Tool in EMI　

8.1. Introduction

8.2. EMI in Turkey　

8.3. Collaboration between Language Specialists and Content Specialists　

8.4. Teacher Collaboration in Higher Education Context

8.5. An Intervention: Collaboration between PYP Teacher and EMI Teacher　

8.6. Collaborative Planning Tool (CPT): A Framework for EMI Teacher Collaboration

8.7. Limitations　

8.8. Conclusion

9. Researching Translanguaging in EMI Classrooms　

9.1. Introduction

9.2. The Study　　

9.2.1. Research Planning and Design

9.2.2. Methodological Framework: Combining Multimodal Conversation Analysis with an Ethnographic Approach　　

9.2.3. Methodology in Details

9.3. Concluding Thoughts

Index

Biography

Jack K.H. Pun is an assistant professor in the Department of English at the City University of Hong Kong. He holds a doctorate in education from the University of Oxford, which explored the teaching and learning process in EMI science classrooms, with a special focus on classroom interactions, use of codeswitching, and teachers’ and students’ views of EMI. His research interests lie in EMI and health communication.

Samantha M. Curle is an assistant professor in the Department of Education at the University of Bath, UK. She completed her DPhil at the University of Oxford. She teaches subjects related to applied linguistics and is currently the director of the MRes Programme in Advanced Quantitative Research Methods. Her main research interest lies in factors affecting academic achievement in EMI. Her research has been published in journals such as Language Teaching, Applied Linguistics Review, System, and International Journal of Bilingual Education and Bilingualism.

"The book is a helpful resource for researchers, and for interested teachers, students and policy-makers." - Fei Li, Journal of Multilingual and Multicultural Development