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Bane or Boon? An Autoethnographic Narrative of the English-Medium Instruction Contradictions in a Chinese University.

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Title: Bane or Boon? An Autoethnographic Narrative of the English-Medium Instruction Contradictions in a Chinese University.
Authors: Qin, Bo1 (AUTHOR), Zhu, Gang2 (AUTHOR) gzhu@iice.ecnu.edu.cn, Cheng, Chen3 (AUTHOR), Shen, Liang4 (AUTHOR), Zhang, Aidong5 (AUTHOR)
Source: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Apr2023, Vol. 32 Issue 2, p251-262. 12p. 1 Chart.
Subject Terms: *Place-based education, *University faculty, *Flipped classrooms, *Summative tests, Contradiction, Print materials
Geographic Terms: China
Abstract: This paper presents the reflections of one of the authors, a junior faculty member, on teaching a master's level, English-medium instruction (EMI) course. The course was titled, International Research on Teacher Education, and it took place in a Chinese research-intensive university. It was, in part, a response to the need for internationalisation in higher education. The authors explore seven contradictions embedded in the EMI course: (1) teacher-centred vs. student-centred educational beliefs, (2) authoritarian vs. democratic classroom atmosphere, (3) traditional printed materials vs. multi-modal learning resources, (4) direct instruction vs. self-regulated learning, (5) classroom-based teaching vs. place-based learning, (6) individual learning vs. group-based work, and (7) summative assessment vs. formative assessment. The authors apply Engeström's cultural historical activity theory to extrapolate these contradictions. Using student narratives to demonstrate, the titular question of whether the course was a bane or a boon is answered. An autoethnographic or three-dimensional narrative approach was employed to analyse the data in the context of temporality, sociality, and place. Additionally, the authors discuss the dilemmatic space and implications associated with implementing the EMI course in China. [ABSTRACT FROM AUTHOR]
Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This paper presents the reflections of one of the authors, a junior faculty member, on teaching a master's level, English-medium instruction (EMI) course. The course was titled, International Research on Teacher Education, and it took place in a Chinese research-intensive university. It was, in part, a response to the need for internationalisation in higher education. The authors explore seven contradictions embedded in the EMI course: (1) teacher-centred vs. student-centred educational beliefs, (2) authoritarian vs. democratic classroom atmosphere, (3) traditional printed materials vs. multi-modal learning resources, (4) direct instruction vs. self-regulated learning, (5) classroom-based teaching vs. place-based learning, (6) individual learning vs. group-based work, and (7) summative assessment vs. formative assessment. The authors apply Engeström's cultural historical activity theory to extrapolate these contradictions. Using student narratives to demonstrate, the titular question of whether the course was a bane or a boon is answered. An autoethnographic or three-dimensional narrative approach was employed to analyse the data in the context of temporality, sociality, and place. Additionally, the authors discuss the dilemmatic space and implications associated with implementing the EMI course in China. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2023
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