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Taiwanese EMI Teachers’ Views of the Role of Language Support for Students in their Disciplines | ||
| Iranian Journal of Language Teaching Research | ||
| مقاله 2، دوره 14، شماره 1، خرداد 2026، صفحه 1-25 اصل مقاله (1.17 M) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2026.56372.3093 | ||
| نویسندگان | ||
| Chiuhui Wu* 1؛ Jack C. Richards2 | ||
| 1Department of English, Wenzao Ursuline University of Languages, Kaohsiung, Taiwan | ||
| 2Faculty of Education, The University of Sydney, Australia | ||
| چکیده | ||
| In EMI, an important issue concerns how content-area teachers perceive their roles in supporting students' development of English. This study addressed the issue by comparing EMI teachers across four disciplines to explore how the content they taught affected the kind of language support they provided in EMI classes. The study was conducted with 81 university-level EMI teachers in Taiwan. The findings revealed how teachers’ beliefs and perceptions of their students’ English proficiency were related to the subject matter they taught. Teachers in the “hard sciences” (e.g., engineering) gave more attention to content than language, while those in “soft sciences” (e.g., arts and humanities) subjects made greater use of strategies that developed both content knowledge and effective language skills. The study highlights the need for a discipline-based approach to EMI professional development, enabling EMI teachers to integrate language support for EMI students with disciplinary content and learner needs. | ||
| کلیدواژهها | ||
| discipline-based differences؛ EMI teacher belief؛ English medium instruction؛ student English proficiency؛ teachers’ language support | ||
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آمار تعداد مشاهده مقاله: 2 تعداد دریافت فایل اصل مقاله: 3 |
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