Teachers' Metacognitive Understanding of Teaching Science in English as a Medium of Instruction Classes

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

Y

20

Sino Tibetan Languages; Metalinguistics; Language of Instruction; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Science Teachers; Teacher Attitudes; Foreign Countries; Barriers; Native Language; Secondary School Teachers; Language Usage; Course Content

10.1080/09658416.2023.2173216

0965-8416
1747-7565

Despite the increasing use of English as a medium of instruction (EMI), teachers who teach at EMI schools encounter significant challenges, such as difficulties in teaching content-subjects in English and students' limited understanding of content presented in English. To examine the extent of these challenges, six early-full and 14 late-partial EMI science teachers from eight schools in Hong Kong were invited to participate in semi-structured interviews on the challenges they faced as teachers of EMI science subjects. A biographic approach was used to analyse the interviews, and the results showed that despite the metacognitive overlap between the two groups of teachers, there were noticeable differences in their pedagogical strategies. These findings suggest that the implementation of EMI instruction influences teachers' metacognition and pedagogical practices. Teachers' frequent use of Cantonese (L1) further suggest that English language skills are not as prioritised compared to the subject content. Further research is needed to investigate the complex and diverse factors that influence teachers' metacognition under EMI contexts.

As Provided

2024

EJ1424387