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Investigating Identity Co-Constructi...

Liu, Shuwen,

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Investigating Identity Co-Construction in English-Medium Instruction (EMI) Classrooms in a Macau University: A Discourse Perspective /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating Identity Co-Construction in English-Medium Instruction (EMI) Classrooms in a Macau University: A Discourse Perspective // Shuwen Liu.
作者:	Liu, Shuwen,
面頁冊數:	1 electronic resource (313 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31769257
ISBN:	9798310199033

Investigating Identity Co-Construction in English-Medium Instruction (EMI) Classrooms in a Macau University: A Discourse Perspective /
Liu, Shuwen,

Investigating Identity Co-Construction in English-Medium Instruction (EMI) Classrooms in a Macau University: A Discourse Perspective /Shuwen Liu. - 1 electronic resource (313 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world and attracts increasing scholarly attention. Empirical studies focus on attitudes, cognition, beliefs, and strategies of EMI stakeholders, with limited research that focuses on the realities of EMI classrooms. Among the empirical research that starts to focus on individual classrooms, identity construction of stakeholders has remained an underexplored issue. This is somewhat surprising, as identity development is often the expected outcome of disciplinary learning, and stakeholders often hold language and content expectations for EMI learning, making identity development an inevitable process and desired outcome.Adopting the approach of multiple case study, this study examined three EMI classrooms in an EMI institution in Macao. Treating each EMI classroom as an individual -case‖, the researcher engaged in field observation for the whole semester and conducted semi-structured interviews with the professors and student participants. Documents (i.e., class syllabi, class PowerPoints, student assignments) were also collected for data analysis. Thematic analysis and discourse analysis were used to analyze the data to reveal the identity co-construction processes of students and teachers in the EMI courses. The findings reveal three sets of co-constructed identities between EMI teachers and their students at disciplinary, linguistic, and institutional levels, showcasing a trinity model where discipline-related, language-related, and institution-related identity outcomes are intertwined and interdependent in EMI classrooms. The development of EMI learning is metaphorically compared to the development of a tree, where individuals follow the patterns of branches (i.e., three aspects of identity development) while also manifesting individual differences (i.e., leaves that branch out). The three cases provided valuable insights into varying conceptualizations of -English‖ in EMI, thereby expanding our understanding of EMI beyond its conventional definition as a mere instructional medium. Influencing factors (individual, course-related, institutional and cultural) were also explored in better understanding the identity co-construction patterns. Implications were drawn to all EMI stakeholders (e.g., EMI teachers, EMI students, and EMI policy makers) involved.

English

ISBN: 9798310199033Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

English-medium Instruction

Investigating Identity Co-Construction in English-Medium Instruction (EMI) Classrooms in a Macau University: A Discourse Perspective /
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