Tutors’ beliefs about language and roles: practice as language policy in EMI contexts

Date
2021-09-06
Advisor
Supervisor
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Source Title
Teaching in Higher Education
Print ISSN
1356-2517
Electronic ISSN
1470-1294
Publisher
Routledge
Volume
Issue
Pages
1 - 16
Language
English
Type
Article
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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.

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Keywords
Language policy, Teachers’ beliefs, EMI, Academic speaking, Disciplinary studies
Citation
Published Version (Please cite this version)