Being a professor and doing EMI properly isn't easy: An identity-theoretic investigation of content teachers' attitudes towards EMI at a university in Hong Kong

Being a professor and doing EMI properly isn't easy: An identity-theoretic investigation of content teachers' attitudes towards EMI at a university in Hong Kong

English medium instruction in higher education in Asia-Pacific: From policy to pedagogy

• Trent, John Gilbert The Education University of Hong Kong

• Fenton-Smith, Ben
• Humphreys, Pamela
• Walkinshaw, Ian

Cham, Switzerland

Springer

2017

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

English Language Education, Higher

• Hong Kong

• 1997.7 onwards

• 專上教育

Recent research has documented the rapid growth in the number of universities offering degree courses using English as the medium of instruction (EMI) throughout Asia. While some of this research has considered the impact of EMI instruction on student learning, only limited attention has been given to the experiences of other stakeholders, such as academic staff who are expected to deliver EMI courses in tertiary institutions. Therefore, this chapter explores the perspectives and experiences of academic staff at a large EMI tertiary institution in Hong Kong. Using a framework of teacher identity, the chapter considers the role of EMI policy and practice in the ability of academic staff to negotiate multiple identities, including ‘academic economist’, ‘researcher’, and ‘teacher’, by revealing the dominant discourses that constrained and enabled their professional identity construction. The data describes the challenges that academic staff experience in constructing their preferred identities in an EMI environment and how they negotiated such challenges. Implications for policymakers wishing to support the identity construction of academic staff at EMI tertiary institutions throughout Asia and beyond are considered and suggestions for future research discussed.

• 英文

章節

• 9783319519746

https://bibliography.lib.eduhk.hk/tc/bibs/c479df6a

2017-06-19