Content Comprehension and Learning in English Medium Instruction: Teachers’ Views
Arnó Sorensen, David
Mancho Barés, Guzman
Universitat de Lleida, Facultat de Lletres
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English-medium instruction (EMI) is becoming mainstream in higher education, and has increased in contexts in which English has traditionally held a foreign language status. This phenomenon has given rise to a number of concerns, most of which remain under-explored (Dafouz & Camacho, 2016). Amongst these, EMI’s impact on content comprehension and learning is a crucially important topic, as EMI focuses primarily on content learning and not on language learning (Airey, 2016; Cots, 2013; Francomaro, 2011; Greere & Räsänen, 2008). The aim of this research is to examine three lecturers’ attitudes regarding EMI’s impact on students’ content comprehension and learning, thus offering a qualitative research approach to an EMI feature in which there is still a dearth of studies (Airey, 2016; Dafouz et al., 2014; Doiz et al., 2013; Macaro, 2018). As English as the medium of instruction may be less known by learners than their own language (L1), one could consider that EMI might lead to reduced subject competence, either due to imperfect comprehension skills or to the fact that teachers anticipate this issue and simplify content (Dalton-Puffer, 2011, cited in Dafouz et al., 2014).
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