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Using English as a Means of Instruction (EMI) in Teaching Content Subjects

机译:在教学内容主题中使用英语作为指导方式(EMI)

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摘要

A foreign language will be more effectively learned when integrated with content rather than isolated as a learned subject; thus the language should be more used in contexts than just formally learned. Recent language teaching methods have been geared toward involving both content and language teaching simultaneously, referred as CLIL, CBI, EMI or L2 use. This article is aimed at describing the use of L2 in teaching content subjects by looking at the attitudes of the students and the interaction between students and teachers at a university in Indonesia. Using mixed research method by conducting survey and non-participant observation to obtain the data about the classroom interaction and attitudes of the students in EMI classes, this study reveals that students’ attitude towards EMI classes is at a moderate to high level. The classroom interaction has been mostly done in English. Both the students and the lecturers use English in the classroom when they are involved in activities up to a certain level for content understanding. In addition, it is common to find code mixing or code switching during interaction. This can be due to their awareness of the benefits and advantages of having more English interaction in this program.
机译:与内容集成而不是被孤立时,将更有效地学习外语;因此,语言应该在上下文中更使用而不是正式学习。最近的语言教学方法已经涉及同时涉及内容和语言教学,称为CLIL,CBI,EMI或L2使用。本文旨在通过观察学生的态度以及印度尼西亚大学的学生和教师的互动,描述L2在教学内容中的使用。通过进行调查和非参与者观察来利用混合研究方法,以获得有关EMI课程的课堂互动和学生态度的数据,这项研究表明,学生对EMI课程的态度处于中度至高水平。课堂互动主要是用英语完成的。当学生和讲师都在课堂上使用英语时,他们参与了一定程度的内容理解。此外,很常见的是在交互期间找到代码混音或代码切换。这可能是因为他们对在该计划中具有更多英语互动的益处和优势的认识。

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