The role of the L1 in EMI classroom practices

English-medium instruction (EMI) affects lecturers’ classroom practices as they face a new teaching scenario where language(s) can be used to construct lecturers’ identities. Therefore, lecturers can take up different identities because their language-choice acts depend on their communicative and id...

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Autor: Moncada Comas, Balbina|||0000-0002-1547-2495
Tipo de recurso: artículo
Fecha de publicación:2022
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:2117/379633
Acceso en línea:https://hdl.handle.net/2117/379633
https://dx.doi.org/10.5565/rev/clil.84
Access Level:acceso abierto
Palabra clave:Language and languages--Study and teaching
English language - Learning
EMI
membership-categorization analysis (MCA)
translanguaging
identity
classroom practices
Llenguatge i llengües--Ensenyament
Anglès - Aprenentatge
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Aprenentatge de llengües
id ES_caa76ce97ee0751bcb06a198e97b7c1f
oai_identifier_str oai:upcommons.upc.edu:2117/379633
network_acronym_str ES
network_name_str España
repository_id_str
spelling The role of the L1 in EMI classroom practicesMoncada Comas, Balbina|||0000-0002-1547-2495Language and languages--Study and teachingEnglish language - LearningEMImembership-categorization analysis (MCA)translanguagingidentityclassroom practicesLlenguatge i llengües--EnsenyamentAnglès - AprenentatgeÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Aprenentatge de llengüesEnglish-medium instruction (EMI) affects lecturers’ classroom practices as they face a new teaching scenario where language(s) can be used to construct lecturers’ identities. Therefore, lecturers can take up different identities because their language-choice acts depend on their communicative and identification purposes. Employing Membership-Categorisation Analysis (MCA) to examine classroom interaction, this paper examines the classroom practices of one EMI lecturer to explore how the orientation towards one language over the others implies a specific function associated with a particular identity. The alternation between languages reveals to what extent EMI lecturers accept or challenge the English-only policy and how lecturers position themselves as English-only or as translanguaging lecturers. This study documents lecturer’s teaching behaviour, particularly how L1-choice acts can be more effective for certain purposes. Studying how lecturers draw from both their EMI-lecturer identity and their L1-lecturer identity, this paper shows how multilingual practices unfold in EMI and highlights the pedagogical value of the L1, hence advocating that the use of languages other than English has, after all, a particular purpose.20222022-07-2920232023-01-09journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/2117/379633https://dx.doi.org/10.5565/rev/clil.84reponame:UPCommons. Portal del coneixement obert de la UPCinstname:Universitat Politècnica de Catalunya (UPC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:upcommons.upc.edu:2117/3796332026-05-27T15:37:01Z
dc.title.none.fl_str_mv The role of the L1 in EMI classroom practices
title The role of the L1 in EMI classroom practices
spellingShingle The role of the L1 in EMI classroom practices
Moncada Comas, Balbina|||0000-0002-1547-2495
Language and languages--Study and teaching
English language - Learning
EMI
membership-categorization analysis (MCA)
translanguaging
identity
classroom practices
Llenguatge i llengües--Ensenyament
Anglès - Aprenentatge
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Aprenentatge de llengües
title_short The role of the L1 in EMI classroom practices
title_full The role of the L1 in EMI classroom practices
title_fullStr The role of the L1 in EMI classroom practices
title_full_unstemmed The role of the L1 in EMI classroom practices
title_sort The role of the L1 in EMI classroom practices
dc.creator.none.fl_str_mv Moncada Comas, Balbina|||0000-0002-1547-2495
author Moncada Comas, Balbina|||0000-0002-1547-2495
author_facet Moncada Comas, Balbina|||0000-0002-1547-2495
author_role author
dc.subject.none.fl_str_mv Language and languages--Study and teaching
English language - Learning
EMI
membership-categorization analysis (MCA)
translanguaging
identity
classroom practices
Llenguatge i llengües--Ensenyament
Anglès - Aprenentatge
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Aprenentatge de llengües
topic Language and languages--Study and teaching
English language - Learning
EMI
membership-categorization analysis (MCA)
translanguaging
identity
classroom practices
Llenguatge i llengües--Ensenyament
Anglès - Aprenentatge
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Aprenentatge de llengües
description English-medium instruction (EMI) affects lecturers’ classroom practices as they face a new teaching scenario where language(s) can be used to construct lecturers’ identities. Therefore, lecturers can take up different identities because their language-choice acts depend on their communicative and identification purposes. Employing Membership-Categorisation Analysis (MCA) to examine classroom interaction, this paper examines the classroom practices of one EMI lecturer to explore how the orientation towards one language over the others implies a specific function associated with a particular identity. The alternation between languages reveals to what extent EMI lecturers accept or challenge the English-only policy and how lecturers position themselves as English-only or as translanguaging lecturers. This study documents lecturer’s teaching behaviour, particularly how L1-choice acts can be more effective for certain purposes. Studying how lecturers draw from both their EMI-lecturer identity and their L1-lecturer identity, this paper shows how multilingual practices unfold in EMI and highlights the pedagogical value of the L1, hence advocating that the use of languages other than English has, after all, a particular purpose.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-07-29
2023
2023-01-09
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/2117/379633
https://dx.doi.org/10.5565/rev/clil.84
url https://hdl.handle.net/2117/379633
https://dx.doi.org/10.5565/rev/clil.84
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:UPCommons. Portal del coneixement obert de la UPC
instname:Universitat Politècnica de Catalunya (UPC)
instname_str Universitat Politècnica de Catalunya (UPC)
reponame_str UPCommons. Portal del coneixement obert de la UPC
collection UPCommons. Portal del coneixement obert de la UPC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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