ORCID Identifiers
Document Type
Article
Source of Publication
Teaching in Higher Education
Publication Date
9-6-2021
Abstract
It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In this paper, we focus on disciplinary tutors’ beliefs of language and their roles with respect to language support to surface implicit and covert language policies. We argue that in the absence of explicit policy, showcasing the range of tutor perspectives and practice around language support can provide a way forward in explicating good practice and highlighting an approach in which all stakeholders take responsibility for supporting students’ academic speaking skills in an EMI context.
DOI Link
Publisher
Taylor & Francis
Disciplines
Education | Social and Behavioral Sciences
Keywords
Language policy, Teachers’ beliefs, EMI, Academic speaking, Disciplinary studies
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Heron, Marion; Dippold, Doris; Aksit, Necmi; Aksit, Tijen; Doubleday, Jill; and McKeown, Kara, "Tutors’ beliefs about language and roles: practice as language policy in EMI contexts" (2021). All Works. 4495.
https://zuscholars.zu.ac.ae/works/4495
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Hybrid: This publication is openly available in a subscription-based journal/series