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English-Medium Instruction

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Language Education Programs

Part of the book series: Language Policy ((LAPO,volume 34))

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Abstract

A large volume of research has examined learners’ problems and their solutions in the EMI context. However, there is still scarce attention to classroom interaction and how lecturers make decisions for better language practices in the tertiary EMI contexts. Classroom interaction, in this respect, provides us with crucial information to understand the reasons for students’ (in)comprehension and potential actions taken by the lecturer. This chapter attempts to explore how language-related episodes (LREs) occur and how they are managed during classroom-based interaction in two different academic programmes: Food Sciences and English Literature. The data were gathered through audio recordings of class interaction and observations. The audio-recorded data were transcribed and the identified LREs were coded for three characteristics: student learning, content delivery difficulties and teaching practices. The chapter suggests that if students are provided with specific linguistic modules within a collaborative curriculum, EMI practices may function better in university programmes.

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Authors and Affiliations

  1. Gaziantep Islam Science and Technology University, Gaziantep, Türkiye

    Vildan İnci Kavak

  2. Çukurova University, Adana, Türkiye

    Yasemin Kırkgöz

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  1. Vildan İnci Kavak
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  2. Yasemin Kırkgöz
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Correspondence to Vildan İnci Kavak .

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  1. Department of English Language Teaching, Tarbiat Modares University, Tehran, Iran

    Zia Tajeddin

  2. Department of English Language Teaching, Girne American University, Kyrenia, Cyprus

    Carol Griffiths

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İnci Kavak, V., Kırkgöz, Y. (2023). English-Medium Instruction. In: Tajeddin, Z., Griffiths, C. (eds) Language Education Programs. Language Policy, vol 34. Springer, Cham. https://doi.org/10.1007/978-3-031-38754-8_11

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