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Defining Language Goals in EMI: Vocabulary Demand in a High-Stakes Assessment in Hong Kong
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- Author(s): Daniel Fung (ORCID
Daniel Fung (ORCID 0000-0001-7005-5697 ); Edsoulla Chung (ORCIDEdsoulla Chung (ORCID 0000-0001-8480-7992 )- Language:
English- Source:
Language and Education. 2024 38(2):188-202.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 16
- Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Secondary Education - Subject Terms: High Stakes Tests; Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Teaching Methods; Foreign Countries; Language Tests; Word Frequency; English for Academic Purposes; Biology; Geography; Science Tests; Content and Language Integrated Learning; Exit Examinations; Elementary Secondary Education; Secondary School Students
- Subject Terms:
- Accession Number: 10.1080/09500782.2023.2219654
- ISSN: 0950-0782
1747-7581 - Abstract: Despite the rapid growth of English Medium Instruction (EMI) programmes around the globe, the language goals in such programmes have not been clearly defined, making it difficult to evaluate their success. Accordingly, our paper reports on a study that attempted to identify the language goals, operationalised as the vocabulary expected of learners, by investigating the under-explored area of EMI assessment. We sampled a corpus of 16 sets of examination papers in two subject areas, namely, Biology and Geography, spanning eight years in Hong Kong. The examination papers, analysed for their vocabulary profiles, indicated that students were expected to learn beyond the K3 level (the most frequent 3,000 words in English) and master mid-frequency words (K4-K8) as well as academic words. Our findings suggest that the less frequent words were not often shared by the two subjects. Analysing academic words also enabled us to showcase how some words were common across the two subjects while others were more subject-specific. Pedagogical implications are discussed, highlighting the need for teachers and students to attend to target language goals in EMI, and to consider the subject-specific nature of vocabulary items in EMI.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1414082
- Availability:
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