Language matters in EMI: Language related episodes in nursing PBL classrooms
This study investigates the occurrence of Language-Related Episodes (LREs) in English Medium Instruction (EMI) within Problem-Based Learning (PBL) sessions in a Nursing degree programme at a small-to-medium-sized university in Catalonia (Spain). EMI, which uses English as the medium for content inst...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/468545 |
| Acceso en línea: | https://doi.org/10.1016/j.jeap.2025.101558 https://hdl.handle.net/10459.1/468545 |
| Access Level: | acceso embargado |
| Palabra clave: | EMI Language-related episodes Problem-based learning Nursing education Code-switching Disciplinary literacy Tutor language awareness Catalonia |
| Sumario: | This study investigates the occurrence of Language-Related Episodes (LREs) in English Medium Instruction (EMI) within Problem-Based Learning (PBL) sessions in a Nursing degree programme at a small-to-medium-sized university in Catalonia (Spain). EMI, which uses English as the medium for content instruction, reshapes pedagogical dynamics, often necessitating linguistic support, especially in sociolinguistic contexts like Spain, with low average English proficiency. Using an ethnographic approach, the study examines PBL tutors' and students' language practices from an emic perspective, analysing LREs that emerge during sessions. Five tutors (proficiency levels: B2 [n = 3], C1 [n = 2]) participated, and eight PBL sessions were observed and recorded. Findings reveal that students, whose English proficiency ranged from A2 to C1, initiated over 70 % of LREs, reflecting their proactive engagement in seeking linguistic support. Vocabulary and code-switching were the most common focus areas, with a high resolution rate of LREs. Tutors played varied roles in addressing language challenges. C1-level tutors emerged as “language-aware” facilitators, engaging preemptively and reactively in LREs, providing corrective feedback, and leveraging code-switching to support disciplinary literacy. In contrast, “language-elusive” tutors tended to overlook students' linguistic needs. Despite tutors' self-identification as content-focused rather than language instructors, results indicate that their language awareness significantly influences students' development of disciplinary literacy. This research highlights the interplay between language proficiency, instructional support, and the expert role in EMI-PBL contexts, underscoring the importance of fostering language awareness in tutors to enhance EMI implementation. |
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