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Article published In: Journal of English-Medium Instruction
Vol. 1:1 (2022) ► pp.85–104

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English language teaching and English-medium instruction

Putting research into practice

 | University College London
 | University of Oxford
Published online: 21 January 2022
DOI logo with link
https://doi.org/10.1075/jemi.21026.mck
Abstract
The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail.
抽象的
由于不同的教育政策目标，以及教师对全英文教学环境下学生语言及学习需求反应的不同，英语语言教学 (ELT) 在全英文教学 (EMI) 中的作用有着显著差异。现有诸多文献强调了学术英语 (EAP)和特定用途英语为参与全英文教学的学生提供了非常重要的语言支持。本文采用叙述性文献综述的方法，对这些文献进行回顾评述， 指出语言问题是实施全英文教育最大的阻碍。 基于此文献综述，本文就此领域提出了未来的研究议程，即呼吁探索英语语言课程的功效，以此支持参加全英文授课的学生取得更好的学习成果。此外，本文亦呼吁加强英文教师和使用英文讲授专业课讲师之间的密切合作，以便为学生提供更适合的语言支持。最后，本文讨论了是否有必要为满足学生的特定学术需求，而将 EAP重新定位为特定学术目的英语。本文认为，从根本上说，提供全英文教学的高校需要考虑其自身独特的机构特征，以确保英语语言教学居其组织构架和课程结构的中心地位；否则，全英文教学可能不会取得理想的效果。
Article outline
  • Introduction
  • Where are we now?
    • Language-related difficulties in EMI
    • Academic language-related English support in EMI
    • Disciplinary differences in English needs
  • Where should we go next?
    • Linking ELT with EMI success
    • Exploring collaboration in ELT and EMI
    • A future research agenda
  • How do we put it into practice?
    • Re-positioning EAP as ESAP
    • Situating ELT as a central part of EMI
    • Accounting for contextual differences
    • Conclusion
  • Note
  • References
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