EMI lecturers' practices in correcting English: Resources for language teaching?
Research on English-medium instruction (EMI) has pointed to lecturers’ refusal to teach or correct English. This study seeks empirical evidence to investigate the extent to which content lecturers’ assessment practices align with their expressed beliefs regarding language teaching. Drawing on three...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/333042 |
| Acceso en línea: | https://hdl.handle.net/2117/333042 https://dx.doi.org/10.1075/jicb.19011.man |
| Access Level: | acceso abierto |
| Palabra clave: | English language--Study and teaching English-medium instruction Written corrective feedback Teacher attitudes Assessment Anglès--Ensenyament Àrees temàtiques de la UPC::Ensenyament i aprenentatge Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari |
| Sumario: | Research on English-medium instruction (EMI) has pointed to lecturers’ refusal to teach or correct English. This study seeks empirical evidence to investigate the extent to which content lecturers’ assessment practices align with their expressed beliefs regarding language teaching. Drawing on three types of data – a questionnaire, interviews and students’ exams – we aimed at finding and exploring EMI lecturers’ written corrective feedback (WCF) as part of language assessment practices. Findings suggest that while EMI content lecturers repeatedly express their refusal to teach English, their actual teaching practices show evidence of some provision of language-related feedback. These findings are discussed against university language education policy. A gate opener lecturer profile is identified whose corrective feedback creates opportunities for correctly using disciplinary English. |
|---|