From monologue to dialogue: Opening teachers' minds to authentic interaction with students.
Interaction undoubtedly is key to learning in higher education. It is particularly relevant in an English medium instruction (EMI) setting when students use a foreign language for learning as it provides important opportunities for the negotiation of meaning. In this article, we present and critical...
| Publicado en: | Journal of Multilingual Theories & Practices Vol. 4; no. 1; pp. 120 - 142 |
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| Autores principales: | , |
| Formato: | Artículo |
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University of Toronto Press
2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=164294370&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 164294370 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 26324490 MMLV jtl: Journal of Multilingual Theories & Practices issn: 26324490 maglogo: N pubinfo: dt: 2023 vid: 4 iid: 1 pid: 678 pub: University of Toronto Press artinfo: ui: 164294370 10.1558/jmtp.23500 ppf: 120 ppct: 22 formats: fmt: @attributes: type: P size: 1.6MB tig: atl: From monologue to dialogue: Opening teachers' minds to authentic interaction with students. aug: au: Studer, Patrick Kelly, Paul affil: Zurich University of Applied Sciences (ZHAW), Switzerland su: Teachers Teacher training Monologue Formal languages Foreign students Self-consciousness (Awareness) Switzerland sug: subj: Switzerland Teachers Teacher training Monologue Formal languages Foreign students Self-consciousness (Awareness) keyword: dialogic interaction English-medium instruction (EMI) higher education teacher training ab: Interaction undoubtedly is key to learning in higher education. It is particularly relevant in an English medium instruction (EMI) setting when students use a foreign language for learning as it provides important opportunities for the negotiation of meaning. In this article, we present and critically discuss EMI teacher training interventions in Switzerland designed to encourage dialogic interaction in the EMI classroom. EMI teacher training interventions, in the case of this study, rely on the EMI teaching competence reference framework outlined in Studer (2018). Through observations, (self-)assessments and surveys, teachers are assessed against four levels of attention to language in their classes, ranging from a focus on mutual comprehension to dialogue and the formal integration of language into the content of their classes. The paper shows that many EMI teachers tend to be more concerned with basic language and monologic competence, while sidelining dialogic competence. The paper will also show that the mental switch required to move the focus from 'stage performance' and self-awareness to authentic dialogue represents a significant challenge for our training programmes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Multilingual Theories & Practices is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Multilingual Theories & Practices holder: University of Toronto Press dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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