Cover not available

In:Teaching, Learning and Scaffolding in CLIL Science Classrooms
Edited by Yuen Yi Lo and Angel M.Y. Lin
[Benjamins Current Topics 115] 2021
► pp. 17–42

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Language focused episodes by monolingual teachers in English Medium Instruction science lessons

 | Purdue University Fort Wayne
 | University of Oxford
 | University of Oxford
Published online: 13 May 2021
DOI logo with link
https://doi.org/10.1075/bct.115.02an
Abstract
This study is situated in a newly emerging EMI setting in China where an Anglophone high school curriculum is taught by predominantly foreign teachers through English to local Chinese students. These teachers are termed ‘monolingual teachers’ in the sense that they cannot use the students’ L1 as a resource in their teaching should they wish to, as opposed to the typical bilingual teachers commonly explored in the existing EMI literature. Through quantitative and qualitative analysis of 30 video-recorded EMI science lessons taught by 15 monolingual teachers we identified and explored the language-focused-episodes (LFEs) where students’ attention was explicitly diverted from the content plane to the language plane. We found very limited explicit language instruction, with non-technical vocabulary being the main type of LFEs, and only a narrow range of grammatical features being attended to. The implications for this lack of focus on language are discussed in the context of monolingual teachers but also with reference to the potential for bilingual teachers to use both L1 and L2 for LFEs.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Growth of EMI
    • 2.2Teachers in EMI settings
    • 2.3Distinctive features of Chinese bilingual schools
    • 2.4The language of science and science explanations
    • 2.5Research on language focused episodes in SLA and in content contexts
  • 3.Methodology
    • 3.1Study design
    • 3.2The population
    • 3.3The sample (schools, teachers and students)
    • 3.4Data collection
    • 3.5Data analysis
  • 4.Findings
    • 4.1The proportion of the total interaction and the different types of LFEs
    • 4.2Examples of the different types of LFEs
      • 4.2.1Vocabulary-focused LFEs
        • a.Meaning of non-technical vocabulary
        • b.The non-science meaning of technical vocabulary
        • c.Pronunciation
        • d.Spelling
      • 4.2.2Grammar-focused LFEs
        • a.Morphemes
      • 4.2.3Idiom-focused LFEs
  • 5.Discussion
    • 5.1The extent of LFEs
    • 5.2The variety of linguistic features focused on
    • 5.3L1 vs L2
  • 6.Conclusion
  • Note
  • References
  • Appendix
References (63)
References
Basturkmen, H., & Shackleford, N. (2015). How content lecturers help students with language: An observational study of language-related episodes in interaction in first year accounting classrooms. English for Specific Purposes, 37(1), 87–97. Google Scholar logo with link to Google Scholar
Butzkamm, W. (1998). Code-switching in a bilingual history lesson: The mother tongue as a conversational lubricant. International Journal of Bilingual Education and Bilingualism, 1(2), 81–99. Google Scholar logo with link to Google Scholar
Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(2), 251–269. Google Scholar logo with link to Google Scholar
Clark, J. (1997). Beyond the turgid soil of science prose: STAP’s attempt to write more accessible science text materials in general science. In M. Sanders (Ed.), Proceedings of the Fifth Annual Meeting of the Southern African Association for Research in Science and Mathematics Education. (pp. 390–396). Johannesburg, South Africa: University of the Witwatersrand.Google Scholar logo with link to Google Scholar
Coleman, J. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1–14. Google Scholar logo with link to Google Scholar
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209. Google Scholar logo with link to Google Scholar
Coxhead, A. (2000). A new academic word list link. Tesol Quarterly, 34(2), 213–238. Google Scholar logo with link to Google Scholar
De Graaff, R., Koopman, G. J., Anikina, Y., & Westhoff, G. (2007). An observation tool for effective L2 pedagogy in Content and Language Integrated Learning (CLIL). International Journal of Bilingual Education and Bilingualism, 10(5), 603–624. Google Scholar logo with link to Google Scholar
De Oliveira, L. C., & Schleppegrell, M. (2015). Focus on grammar and meaning. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Ellis, R., & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21(2), 285–301. Google Scholar logo with link to Google Scholar
Fang, Z. (2005). Scientific literacy: A systemic functional linguistics perspective. Science Education, 89(2), 335–347. Google Scholar logo with link to Google Scholar
Galloway, N., & Rose, H. (2015). Introducing global Englishes. London: Routledge. Google Scholar logo with link to Google Scholar
García Mayo, M., & Basterrechea, M. (2017). CLIL and SLA: Insights from an interactionist perspective. In A. Llinares & T. Morton (Eds.), Applied linguistics perspectives on CLIL (pp. 33–50). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Houndmills: Palgrave. Google Scholar logo with link to Google Scholar
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.Google Scholar logo with link to Google Scholar
Gorard, S., & Taylor, C. (2004). Combining methods in educational and social research. Maidenhead: Open University Press.Google Scholar logo with link to Google Scholar
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93–116. Google Scholar logo with link to Google Scholar
Joyce, P. (2018). L2 vocabulary learning and testing: the use of L1 translation versus L2 definition. Language Learning Journal, 46(3), 217–227. Google Scholar logo with link to Google Scholar
Kachru, B. B. (1984). World englishes and the teaching of english to non-native speakers， contexts, attitudes, and concerns. TESOL Newsletter, 18, 25–26.Google Scholar logo with link to Google Scholar
(1985). Standards, codification, and sociolinguistic realm: the English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11–30). Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Krashen, S. (1982). Principles and practice in second language acquisition. New York, NY: Prentice Hall.Google Scholar logo with link to Google Scholar
Lasagabaster, D., & Huguet, A. (2007). Multilingualism in European bilingual contexts: Language use and attitudes. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Laufer, B. (2005). Focus on form in second language vocabulary learning. In S. Foster-Cohen, M. Garcia-Mayo, & J. Cenoz (Eds.), Eurosla Yearbook: Volume 5 (pp. 223–250). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.Google Scholar logo with link to Google Scholar
Lin, A. M. Y. (1996). Bilingualism or linguistic segregation? Symbolic domination, resistance and codeswitching in Hong Kong Schools. Linguistics and Education, 8(1), 49–84. Google Scholar logo with link to Google Scholar
Lin, A. M. Y., & Wu, Y. (2015). ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism, 18(3), 289–305. Google Scholar logo with link to Google Scholar
Llinares, A., & Lyster, R. (2014). The influence of context on patterns of corrective feedback and learner uptake: A comparison of CLIL and immersion classrooms. The Language Learning Journal, 42(2), 181–194. Google Scholar logo with link to Google Scholar
Llurda, E. (Ed.). (2005). Non-native language teachers: Perceptions, challenges, and contributions to the profession. Boston, MA: Springer. Google Scholar logo with link to Google Scholar
Lo, Y. Y. (2010). What happens to classroom interaction patterns and teachers’ code-switching behaviour when the medium of instruction changes?: An exploratory study in Hong Kong secondary schools (Unpublished dotoral dissertation). University of Oxford.Google Scholar logo with link to Google Scholar
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). New York, NY: Academic Press.Google Scholar logo with link to Google Scholar
Lorenzo, F. (2007). An analytical framework of language integration in L2 content-based courses: The European dimension. Language and Education, 21(6), 502–514. Google Scholar logo with link to Google Scholar
Macaro, E. (2018). English medium instruction: Content and language in policy and practice. Oxford: Oxford University Press. Google Scholar logo with link to Google Scholar
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. Google Scholar logo with link to Google Scholar
Macaro, E., Guo, T., Chen, H., & Tian, L. (2009). Can differential processing of L2 vocabulary inform the debate on teacher codeswitching behaviour: The case of Chinese learners of English. In B. Richards, M. Daller, P. Malvern, J. Meara, J. Milton, & J. Treffers-Daller (Eds.), Vocabulary studies in first and second language acquisition: The interface between theory and application. (pp. 125–146). London: Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Macaro, E., Nakatani, Y., Hayashi, Y., & Khabbazbashi, N. (2014). Exploring the value of bilingual language assistants with Japanese English as a foreign language learners. The Language Learning Journal, 42(1), 41–54. Google Scholar logo with link to Google Scholar
Marsh, D. (2002). CLIL/EMILE – The European dimension: Actions, trends and foresight. Potential Public Services Contract DG EAC.Google Scholar logo with link to Google Scholar
Martin, J. (1991). Norminalization in science and humanities: Disliking knowledge and scaffolding text. In E. Ventola (Ed.), Functional and systemic linguistics: Approaches and uses (pp. 307–337). Berlin: Mouton de Gruyter. Google Scholar logo with link to Google Scholar
Maxwell-reid, C. (2017). Classroom discourse in bilingual secondary science: Language as medium or language as dialectic? International Journal of Bilingual Education and Bilingualism, 1–14. Google Scholar logo with link to Google Scholar
McMillan, B., & Turnbull, M. (2009). Teachers’ use of the first language in French immersion: Revisiting a core principle. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 15–34). Clevedon: Multilingual Matters. Google Scholar logo with link to Google Scholar
Met, M. (1999). Content-based instruction: Defining terms, making decisions. Washington D.C: The National Foreign Language center.Google Scholar logo with link to Google Scholar
Miller, J. (2009). Teaching refugee learners with interrupted education in science: Vocabulary, literacy and pedagogy. International Journal of Science Education, 31(4), 571–592. Google Scholar logo with link to Google Scholar
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(03), 315–348. Google Scholar logo with link to Google Scholar
Nikula, T., Dalton-Puffer, C., & García, A. L. (2013). CLIL classroom discourse: Research from Europe. Journal of Immersion and Content-Based Language Education, 1(1), 70–100. Google Scholar logo with link to Google Scholar
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. Google Scholar logo with link to Google Scholar
Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315–341. Google Scholar logo with link to Google Scholar
Pérez-Vidal, C. (2007). The need for focus on form (fof) in content and language integrated approaches: An exploratory study. Resla, 1, 39–54.Google Scholar logo with link to Google Scholar
Pica, T., Young, R., & Doughty, C. (1987). The impact of interaction on comprehension. Tesol Quarterly, 21, 737–758. Google Scholar logo with link to Google Scholar
Probyn, M., Murray, S., Bothal, L., Botya, P., Brooks, M., & Westphal, V. (2002). Minding the gaps – An investigation into language policy and practice in four Eastern Cape town districts. Perspectives in Education, 20(1), 29–46.Google Scholar logo with link to Google Scholar
Prophet, B., & Towse, P. (1999). Pupils’ understanding of some non-technical words in science. School Science Review, 295, 79–86.Google Scholar logo with link to Google Scholar
Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers (2nd ed.). Oxford: Blackwell.Google Scholar logo with link to Google Scholar
Rollnick, M. (2000). Current issues and perspectives on second language learning of science. Studies in Science Education, 35(1), 93–121. Google Scholar logo with link to Google Scholar
Seah, L. H., Clarke, D. J., & Hart, C. E. (2014). Understanding the language demands on science students from an integrated science and language perspective. International Journal of Science Education, 36(6), 952–973. Google Scholar logo with link to Google Scholar
Shohamy, E. G. (2006). Language policy: Hidden agendas and new approaches. London: Routledge. Google Scholar logo with link to Google Scholar
Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60(2), 263–308. Google Scholar logo with link to Google Scholar
Strevens, P. (1980). Teaching English as an international language: From practice to principle (1st ed.). Oxford: Pergamon Press.Google Scholar logo with link to Google Scholar
Swain, M. (1996). Integrating language and content in immersion classrooms: Research perspectives. Canadian Modern Language Review, 52, 529–548. Google Scholar logo with link to Google Scholar
Urmeneta, C. E., & Walsh, S. (2017). Classroom interactional competence in content and language integrated learning. In A. Llinares & T. Morton (Eds.), Applied linguistics perspectives on CLIL (pp. 183–200). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Walker, E. (2011). How ‘language-aware’ are lesson studies in an East Asian high school context? Language and Education, 25(3), 187–202. Google Scholar logo with link to Google Scholar
Williams, J., & Doughty, C. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Yip, D. Y., Tsang, W. K., & Cheung, S. P. (2003). Evaluation of the effects of medium of instruction on the science learning of Hong Kong secondary students: Performance on the science achievement test. Bilingual Research Journal, 27(2), 295–331. Google Scholar logo with link to Google Scholar
Zhao, T., & Macaro, E. (2016). What works better for the learning of concrete and abstract words: Teachers’ L1 use or L2-only explanations? International Journal of Applied Linguistics, 26(1), 75–98. Google Scholar logo with link to Google Scholar
Cited by (2)

Cited by two other publications

Tachaiyaphum, Nutthida, Laura Gurney & Nicola Daly
2023. ‘Definitions did not effectively help my students’: Pre-service teachers’ language modification strategies in Thai language-driven CLIL classrooms. Language Teaching Research DOI logo
Tachaiyaphum, Nutthida, Laura Gurney & Nicola Daly
2024. “Fingers which mean นิ้ว นิ้วแบบนิ้วมือ”. Journal of Immersion and Content-Based Language Education 12:1 ► pp. 25 ff. DOI logo

This list is based on CrossRef data as of 2 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue