Statements of the research problem
This section is explained about the research problem in the particular context, including summaries of EMI policies and settings, EMI approaches, research gaps, research aims and conclusions. The detailed summaries are indicated below.
In recent years, Khon Kaen University authorities have introduced the new instructional policy, the so-called “English as a medium of instruction” or EMI. In this study, the general working definition of EMI is “the use of the English language to tech academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English (Dearden, 2014, p. 2).” Additionally, EMI has two basic constituents of its own, which are contents …show more content…
Besides, the models are able to inform use how the teachers are taught and how the students are learnt in EMI classes. In essence, it is a thought-provoking issue for the teachers to acknowledge. In addition to these models, there are other significant elements need to be discovered under the content teachers’ beliefs and practices regarding EMI policy and EMI approach at HUSO, KKU. To bridge the gap, the study on teaching and learning models of EMI based on teachers’ beliefs and practices needs to be conducted in order distribute new knowledge of this area. Thus, it is worth conducting future research, which is covering those aspects with clear …show more content…
Although it is very crucial to have certain pedagogic principles of EMI, the study did not yet exist to serve EMI community. We could look back on accessible sources to state the gap. In 2013 the very first book on ‘English-Medium Instruction at Universities’ edited by Aintzane Doize, David Lasagabaster, and Juan Manuel Sierra. The book was launched by Multilingual Matters. Considering the contents in the book, the development of EMI, language demands and instructional policies are mentioned in details. Grievously, teaching and learning models of EMI, which are very substantial aspect at this age, are not yet researched well enough to serve EMI community. Latterly, at the same publication, in 2014 the only book about EMI teaching techniques, the co-called ‘Codeswitching in University English-Medium Classes’ edited by Roger Barnard and James McLellan. It seems that codeswitching is a well-known technique in Asia, but the teaching and learning models of EMI are not yet available for content teachers to study
This section is explained about the research problem in the particular context, including summaries of EMI policies and settings, EMI approaches, research gaps, research aims and conclusions. The detailed summaries are indicated below.
In recent years, Khon Kaen University authorities have introduced the new instructional policy, the so-called “English as a medium of instruction” or EMI. In this study, the general working definition of EMI is “the use of the English language to tech academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English (Dearden, 2014, p. 2).” Additionally, EMI has two basic constituents of its own, which are contents …show more content…
Besides, the models are able to inform use how the teachers are taught and how the students are learnt in EMI classes. In essence, it is a thought-provoking issue for the teachers to acknowledge. In addition to these models, there are other significant elements need to be discovered under the content teachers’ beliefs and practices regarding EMI policy and EMI approach at HUSO, KKU. To bridge the gap, the study on teaching and learning models of EMI based on teachers’ beliefs and practices needs to be conducted in order distribute new knowledge of this area. Thus, it is worth conducting future research, which is covering those aspects with clear …show more content…
Although it is very crucial to have certain pedagogic principles of EMI, the study did not yet exist to serve EMI community. We could look back on accessible sources to state the gap. In 2013 the very first book on ‘English-Medium Instruction at Universities’ edited by Aintzane Doize, David Lasagabaster, and Juan Manuel Sierra. The book was launched by Multilingual Matters. Considering the contents in the book, the development of EMI, language demands and instructional policies are mentioned in details. Grievously, teaching and learning models of EMI, which are very substantial aspect at this age, are not yet researched well enough to serve EMI community. Latterly, at the same publication, in 2014 the only book about EMI teaching techniques, the co-called ‘Codeswitching in University English-Medium Classes’ edited by Roger Barnard and James McLellan. It seems that codeswitching is a well-known technique in Asia, but the teaching and learning models of EMI are not yet available for content teachers to study