Nonnative English-Speaking Professors’ Experiences of English-Medium Instruction and Their Perceived Roles of the Local Language

Citation data:

Journal of Language, Identity & Education, ISSN: 1534-8458, Vol: 16, Issue: 3, Page: 157-171

Publication Year:
2017
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Repository URL:
http://scholarworks.unist.ac.kr/handle/201301/22226
DOI:
10.1080/15348458.2017.1295811
Author(s):
Kim, Jeong-Yeon; Tatar, Bradley
Publisher(s):
Informa UK Limited; ROUTLEDGE JOURNALS
Tags:
Social Sciences; Arts and Humanities; English as an international language; English-medium instruction; higher education; internationalization of higher education; local language; nonnative English-speaking professors; teacher identity
article description
This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ performances and the amount of interaction between local and international students negatively. Their perceived need for the local, Korean language correlated negatively with the interaction between Korean and international students. In the qualitative interviews, the local language in the EMI context, despite the full-fledged EMI policy being implemented top down, was represented as crucial for social and instructional purposes and for their own time management. These perceived roles were found to be associated with their multiple identities, as instructors and researchers, required and practiced in the context. The findings are discussed to provide information on how to support an EMI policy for internationalization of higher education, especially in non-English-speaking societies.