Strategies of teaching knowledge in English-medium instruction lectures: A Legitimation Code Theory perspective

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-03-22 DOI:10.1016/j.system.2025.103667

Feifei Liu , Ling Xu , Haiquan Huang

{"title":"Strategies of teaching knowledge in English-medium instruction lectures: A Legitimation Code Theory perspective","authors":"Feifei Liu , Ling Xu , Haiquan Huang","doi":"10.1016/j.system.2025.103667","DOIUrl":null,"url":null,"abstract":"<div><div>English-medium instruction (EMI) has emerged as a predominant educational approach for disseminating disciplinary knowledge in tertiary institutions. Existing research has extensively examined the pedagogical dimensions of EMI pedagogy, such as its structures, instructor practices, and student experiences, with less attention being paid to the knowledge expressions and their pedagogical implications. The present study explores the construction of disciplinary knowledge and the strategies used in its dissemination in a live EMI lecture. Adopting a case study method, this study collected data through non-participant naturalistic observation, with subsequent analysis undertaken with reference to <em>Semantics</em> in Legitimation Code Theory (LCT). Findings reveal that disciplinary knowledge was cumulatively built through progressively condensing multiple meanings and rhetorically unpacked via strategies of comparing and expositing. These recurrent patterns engendered two pedagogical strategies: interactive and separate strategies. These findings could provide valuable insights for improving teaching quality and advancing interdisciplinary dialogue between EMI and LCT research.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103667"},"PeriodicalIF":4.9000,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X25000776","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

English-medium instruction (EMI) has emerged as a predominant educational approach for disseminating disciplinary knowledge in tertiary institutions. Existing research has extensively examined the pedagogical dimensions of EMI pedagogy, such as its structures, instructor practices, and student experiences, with less attention being paid to the knowledge expressions and their pedagogical implications. The present study explores the construction of disciplinary knowledge and the strategies used in its dissemination in a live EMI lecture. Adopting a case study method, this study collected data through non-participant naturalistic observation, with subsequent analysis undertaken with reference to Semantics in Legitimation Code Theory (LCT). Findings reveal that disciplinary knowledge was cumulatively built through progressively condensing multiple meanings and rhetorically unpacked via strategies of comparing and expositing. These recurrent patterns engendered two pedagogical strategies: interactive and separate strategies. These findings could provide valuable insights for improving teaching quality and advancing interdisciplinary dialogue between EMI and LCT research.

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.