From monologue to dialogue

P. Studer, P. Kelly
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Abstract

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.
从独白到对话
互动无疑是高等教育学习的关键。在英语媒介教学(EMI)环境中,当学生使用外语进行学习时,这一点尤为重要,因为它为意义协商提供了重要的机会。在本文中,我们提出并批判性地讨论了旨在鼓励EMI课堂对话互动的瑞士EMI教师培训干预措施。在本研究中,EMI教师培训干预措施依赖于Studer(2018)中概述的EMI教学能力参考框架。通过观察、(自我)评估和调查,对教师在课堂上对语言的关注程度进行了评估,从关注相互理解到对话,再到将语言正式融入课堂内容。本文表明,许多EMI教师倾向于更关注基本语言和单句能力,而忽略了对话能力。这篇论文还将表明,将注意力从“舞台表演”和自我意识转移到真实对话所需的心理转换,对我们的培训计划来说是一个重大挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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