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Malmström, H., Mežek, Š., Pecorari, D., Shaw, P. & Irvine, A. (2017). Engaging with terminology in the multilingual classroom: Teachers' practices for bridging the gap between L1 lectures and English reading. Classroom Discourse, 8(1), 3-18
Open this publication in new window or tab >>Engaging with terminology in the multilingual classroom: Teachers' practices for bridging the gap between L1 lectures and English reading
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2017 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 8, no 1, p. 3-18Article in journal (Refereed) Published
Abstract [en]

In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e. how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.

Place, publisher, year, edition, pages
Routledge, 2017
Keyword
Disciplinary discourse, vocabulary, exposure, teacher practices, partial English-medium instruction, multilingual classrooms
National Category
Specific Languages
Research subject
Humanities
Identifiers
urn:nbn:se:lnu:diva-59965 (URN)10.1080/19463014.2016.1224723 (DOI)000396625200002 ()
Funder
Swedish Research Council, 2008-5584
Available from: 2017-01-19 Created: 2017-01-19 Last updated: 2018-04-04Bibliographically approved
Maricic, I., Pecorari, D. & Hommerberg, C. (2017). Weighing English in the balance: University teachers' perspectives on teaching through a second language. Paper presented at Språk och norm : ASLA:s symposium, Uppsala universitet 21–22 april 2016 [ Language and norms : The ASLA Symposium, Uppsala University 21–22 April 2016 ]. ASLAs skriftserie (26), 78-86
Open this publication in new window or tab >>Weighing English in the balance: University teachers' perspectives on teaching through a second language
2017 (English)In: ASLAs skriftserie, ISSN 1100-5629, no 26, p. 78-86Article in journal (Refereed) Published
Abstract [en]

English is increasingly used nowadays as a medium of instruction in tertiary education worldwide, facilitating the outward mobility of home universities' staff and students, as well as the inward recruitment of international faculty and students. However, teaching and learning in a foreign language can be a challenging enterprise, and the implications of the trend toward English-medium instruction (EMI) are to date not fully understood. Based on a large-scale survey, this study aims at unveiling the perceptions and experiences of Swedish university teachers involved in EMI. The respondents express a wide array of views and experiences, grouped under ten thematic areas. The respondents' views are often polarised in that they identify both costs and benefits of teaching in English, while describing a reality where little support is provided to augment the benefits and mitigate the costs. These results indicate a need for enhanced communication with all stakeholder groups, to raise critical awareness about impending costs, as a step toward minimizing potential damages and maximizing the benefits of English in higher education today.

Keyword
English as a medium of instruction, English as a second or foreign language, multilingual higher education, parallel language environment, teacher attitudes
National Category
Specific Languages
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-60224 (URN)
Conference
Språk och norm : ASLA:s symposium, Uppsala universitet 21–22 april 2016 [ Language and norms : The ASLA Symposium, Uppsala University 21–22 April 2016 ]
Projects
PROFiLE
Note

ISBN: 978-91-87884-26-9

Available from: 2017-01-25 Created: 2017-01-25 Last updated: 2018-01-22Bibliographically approved
Malmström, H., Pecorari, D. & Gustafsson, M. (2016). Coverage and development of academic vocabulary in assessment texts in English medium instruction. In: Susanne Göpferich, Imke Neumann (Ed.), Developing and Assessing Academic and Professional Writing Skills: (pp. 45-69). Frankfurt: Peter Lang Publishing Group
Open this publication in new window or tab >>Coverage and development of academic vocabulary in assessment texts in English medium instruction
2016 (English)In: Developing and Assessing Academic and Professional Writing Skills / [ed] Susanne Göpferich, Imke Neumann, Frankfurt: Peter Lang Publishing Group, 2016, p. 45-69Chapter in book (Refereed)
Place, publisher, year, edition, pages
Frankfurt: Peter Lang Publishing Group, 2016
Series
Forum Angewandte Linguistik - F.A.L., ISSN 0937-406X ; 56
Keyword
academic vocabulary, English medium instruction, vocabulary development
National Category
Specific Languages
Research subject
Humanities, English; Humanities, Linguistics
Identifiers
urn:nbn:se:lnu:diva-52031 (URN)978-3-361-655533-7 (ISBN)
Funder
Swedish Research Council, 2013-2373
Available from: 2016-04-11 Created: 2016-04-11 Last updated: 2018-01-10Bibliographically approved
Malmström, H., Mežek, Š., Pecorari, D., Shaw, P. & Irvine, A. (2016). Engaging with terminology in the parallel-language classroom: Teachers' practices for bridging the gap between L1 and English. In: ASLA-symposiet 2016: . Paper presented at ASLA-symposiet 2016, Uppsala University.
Open this publication in new window or tab >>Engaging with terminology in the parallel-language classroom: Teachers' practices for bridging the gap between L1 and English
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2016 (English)In: ASLA-symposiet 2016, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In settings in which English is used as a medium of instruction (EMI) in parallel with another language, a common expectation is that students will acquire subject terminology incidentally in the L1 as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of a sample of lectures from two courses in a partial EMI setting, in which the lectures were in Swedish and the textbooks were in English, this paper will present a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e., how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in partial EMI settings, or to exploit the affordances of these learning environments.

National Category
Specific Languages
Research subject
Humanities
Identifiers
urn:nbn:se:lnu:diva-59969 (URN)
Conference
ASLA-symposiet 2016, Uppsala University
Available from: 2017-01-19 Created: 2017-01-19 Last updated: 2018-01-13Bibliographically approved
Maricic, I., Pecorari, D. & Hommerberg, C. (2016). Golden opportunity, necessary evil or sword of Damocles?: What teachers say about English-medium instruction. In: ASLA-symposiet 2016: Språk och norm. Paper presented at ASLA-symposiet 2016 : Språk och norm.
Open this publication in new window or tab >>Golden opportunity, necessary evil or sword of Damocles?: What teachers say about English-medium instruction
2016 (English)In: ASLA-symposiet 2016: Språk och norm, 2016Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The number of university programmes taught exclusively through the medium of English around the world is rising, and when the partial use of English is taken into account (for example, when the language of instruction is the local language but the textbook is in English), then the role of English in higher education is seen to be pervasive indeed. The increasing use of English has, however, been driven to a great extent by policy, rather than by bottom-up preferences on the part of participants in English-medium settings, making it relevant to ask what their perceptions and understandings of the phenomenon are.

This paper will present the results of a large-scale survey of Swedish university teachers and their views on and experiences of the use of English in higher education. The findings show that teachers identify both positives and negatives, but also describe a situation in which there are only limited attempts to accentuate the former and mitigate the latter.

National Category
Languages and Literature
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-57577 (URN)
Conference
ASLA-symposiet 2016 : Språk och norm
Projects
PROFiLE
Funder
Swedish Research Council, VR2013-2373
Available from: 2016-10-24 Created: 2016-10-24 Last updated: 2016-12-16Bibliographically approved
Pecorari, D. (2016). Intertextuality and plagiarism. In: Hyland, K. & Shaw, P. (Ed.), The Routledge Handbook of English for Academic Purposes: (pp. 230-242). London: Routledge
Open this publication in new window or tab >>Intertextuality and plagiarism
2016 (English)In: The Routledge Handbook of English for Academic Purposes / [ed] Hyland, K. & Shaw, P., London: Routledge, 2016, p. 230-242Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Routledge, 2016
Keyword
English for academic purposes, plagiarism, intertextuality, academic writing, citation, source use
National Category
Specific Languages
Research subject
Humanities, Linguistics; Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-46824 (URN)978-1-13-877471-1 (ISBN)
Available from: 2015-10-21 Created: 2015-10-21 Last updated: 2018-01-11Bibliographically approved
Charles, M. & Pecorari, D. (2016). Introducing English for Academic Purposes. London: Routledge
Open this publication in new window or tab >>Introducing English for Academic Purposes
2016 (English)Book (Other academic)
Place, publisher, year, edition, pages
London: Routledge, 2016. p. 206
Series
Routledge Introductions to English for Specific Purposes
Keyword
English for academic purposes, educational linguistics
National Category
Specific Languages
Research subject
Humanities, Linguistics
Identifiers
urn:nbn:se:lnu:diva-49990 (URN)9781138805156 (ISBN)9781138805101 (ISBN)
Available from: 2016-02-29 Created: 2016-02-29 Last updated: 2018-01-10Bibliographically approved
Pecorari, D. (2016). The hole in the donut: The shape of second-language writing studies in Sweden. In: L2 writing in the global context: Represented, underrepresented, and unrepresented voices (pp. 227-238). Foreign Language Teaching and Research Press
Open this publication in new window or tab >>The hole in the donut: The shape of second-language writing studies in Sweden
2016 (English)In: L2 writing in the global context: Represented, underrepresented, and unrepresented voices, Foreign Language Teaching and Research Press, 2016, p. 227-238Chapter in book (Other academic)
Place, publisher, year, edition, pages
Foreign Language Teaching and Research Press, 2016
National Category
Specific Languages
Research subject
Humanities, English
Identifiers
urn:nbn:se:lnu:diva-63823 (URN)
Note

Ej belagd 170515

Available from: 2017-05-15 Created: 2017-05-15 Last updated: 2018-01-13Bibliographically approved
Pecorari, D. (2016). Writing from sources, plagiarism and textual borrowing. In: Rosa Manchón and Paul Kei Matsuda (Ed.), Handbook of second and foreign language writing: (pp. 329-347). Walter de Gruyter
Open this publication in new window or tab >>Writing from sources, plagiarism and textual borrowing
2016 (English)In: Handbook of second and foreign language writing / [ed] Rosa Manchón and Paul Kei Matsuda, Walter de Gruyter, 2016, p. 329-347Chapter in book (Other academic)
Place, publisher, year, edition, pages
Walter de Gruyter, 2016
Series
Handbooks of applied linguistics ; 11
National Category
Specific Languages
Research subject
Humanities, English
Identifiers
urn:nbn:se:lnu:diva-63822 (URN)9781614511809 (ISBN)
Available from: 2017-05-15 Created: 2017-05-15 Last updated: 2018-01-13Bibliographically approved
Pecorari, D., Shaw, P., Malmström, H. & Irvine, A. (2015). English Textbooks in Parallel-language Tertiary Education. In: Basturkmen, H. (Ed.), English for Academic Purposes: . London: Routledge
Open this publication in new window or tab >>English Textbooks in Parallel-language Tertiary Education
2015 (English)In: English for Academic Purposes / [ed] Basturkmen, H., London: Routledge, 2015Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Routledge, 2015
Series
Critical Concepts in Linguistics
Keyword
English for academic purposes, higher education, textbooks, textbook reading, students' reading behaviour, English as Medium of Instruction
National Category
Languages and Literature Specific Languages
Research subject
Humanities, English; Humanities, Linguistics; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-44672 (URN)978-0-415-71634-5 (ISBN)
Funder
Swedish Research Council, 2008-5584
Available from: 2015-06-17 Created: 2015-06-17 Last updated: 2018-01-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5299-8982

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