English as a Medium of Instruction: The Case of Technology-Related Classrooms

DOI

10.2991/assehr.k.220103.044How to use a DOI?

Keywords

English language use; industrial education; language instruction; technical education

Abstract

English as a Medium of Instruction (EMI) has been an emerging global phenomenon giving birth to various studies. Reviewed studies revealed a dearth of studies on multilingual and technology-related classroom settings. In such lights, this qualitative case study was conducted to describe the used of EMI in the context of multilingual and technology-related classrooms. Through interviews with 16 teachers and following member checking procedures, the cool and warm analyses of interview transcripts revealed that teachers have difficulty in speaking fluent English, eliciting interactions, and explaining lessons when using EMI. The rich sharing of the teachers on their mechanisms in using EMI in their technology-related classrooms yielded the KASAMA Framework: Knowing Your Students, Aligning Objectives and Content/Activities, Simplifying Content, Asking Questions, Making Students Use English, Applying Correct Language Mechanics and Grammar. This study concludes that teachers remain steadfast and flexible in addressing the demands of learners and the teaching-learning process as EMI flourishes and challenges pervade. In so doing, higher education institutions (HEIs) should ensure and include continuous EMI trainings for technology courses. To do this, various future investigations should be conducted to provide more eidetic portraits of EMI in the Philippine HEIs.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Ranec A. Azarias
PY  - 2022
DA  - 2022/01/06
TI  - English as a Medium of Instruction: The Case of Technology-Related Classrooms
BT  - Proceedings of the 2nd International Conference on Education and Technology (ICETECH 2021)
PB  - Atlantis Press
SP  - 301
EP  - 312
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220103.044
DO  - 10.2991/assehr.k.220103.044
ID  - Azarias2022
ER  -