Восприятия учителей о факторах, влияющих на использование английского языка в классе по естественнонаучным предметам c английским языком как средством обучения (EMI): Качественное исследование

Эта статья исследует факторы, влияющие на степень использования английского языка студентами в классах по естественным наукам, где используется английский язык как средство обучения (EMI). Были проведены полуструктурированные интервью с семью преподавателями естественных наук частных и государственных школ города Астаны, а для анализа качественных данных был использован тематический анализ. Результаты исследования выявили несколько факторов, которые влияют на степень использования английского языка в ходе изучения естественных наук, в том числе личностный фактор преподавателя. Уровень владения английским языком и методы его преподавания влияют на использование этого языка учащимися, негативным фактором можно считать использование в обучении казахского/русского языков. Важным является начальный уровень английского языка: количество лет изучения английского языка, подготовка к международным экзаменам и др. Эти результаты помогут разработке стратегий и корректив, направленных на совершенствование английского языка у всех, кто изучает естественные науки, что в конечном итоге улучшит их подготовку и академическую успеваемость.

1. Aguilar, M., & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1–18.

2. An, J., Macaro, E., & Childs, A. (2021). Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference?. System, 98, 102482. https://doi.org/10.1016/j.system.2021.102482

3. Asif, S., Bashir, R., & Zafar, S. (2018). What Are the Factors Affecting the Use of English Language in English-Only Classrooms: Student's Perspectives in Pakistan. English language teaching, 11(6), 67–79.

4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

5. Cho, D. W. (2012). English-medium Instruction in the university context of Korea: Tradeoff between teaching outcomes and media-initiated university ranking. The Journal of Asia TEFL, 9(4), 135–163.

6. Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Discourse in Content and Language Integrated Learning (CLIL) Classrooms, 1–342.

7. Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon. British Council. Hammou, S. B., & Kesbi, A. (2023). English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception. Studies in Second Language Learning and Teaching, 13(2), 271–292.

8. Hu, G., & Lei, J. (2014). English-medium instruction in Chinese higher education: A case study. Higher Education, 67, 551–567.

9. Karabassova, L. (2020). Understanding trilingual education reform in Kazakhstan: Why is it stalled?. In D. Egéa (Ed.), Education in Central Asia: A kaleidoscope of challenges and opportunities (pp. 37–51). Springer Cham.

10. Lin, L. H., & Morrison, B. (2010). The impact of the medium of instruction in Hong Kong secondary schools on tertiary students’ vocabulary. Journal of English for Academic Purposes, 9(4), 255–266. https://doi.org/10.1016/j.jeap.2010.09.002

11. Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350

12. Nazarbayev, N. (2007, February 28). A new Kazakhstan in a new world: Address by the president of the Republic of Kazakhstan Mr. Nursultan Nazarbayev to the Republic of Kazakhstan. http://www.akorda.kz/ru/addresses/addresses_of_president/poslanie-prezidenta-respublikikazahstannnazarbaeva-narodu-kazahstana-28-fevralya-2007-g.

13. Nazarbayev, N. (2010, February). Ukaz Presidenta Respubliki Kazakhstan [decree of the president of the RoK]. https://online.zakon.kz/document/?doc_id=30559730#pos=0;0

14. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1). https://doi.org/10.1177/1609406917733847

15. Pessoa, S., Miller, R. T., & Kaufer, D. (2014). Students' challenges and development in the transition to academic writing at an English-medium university in Qatar. International Review of Applied Linguistics in Language Teaching, 52(2), 127–156. https://doi.org/10.1515/iral-2014-0006

16. Polio, C. G., & Duff, P. A. (1994). Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. The Modern Language Journal, 78(3), 313–326.

17. Pun, J., Thomas, N., & Bowen, N. E. J. A. (2022). Questioning the sustainability of English-medium instruction policy in science classrooms: Teachers’ and students’ experiences at a Hong Kong secondary school. Sustainability, 14(4), 2168. https://doi.org/10.3390/su14042168

18. Richards, J. C., & Pun, J. (2023). A typology of English-medium instruction. RELC Journal, 54(1), 216–240. https://doi.org/10.1177/0033688220968584

19. Rogier, D. (2012). The effects of English-medium instruction on language proficiency of students enrolled in higher education in the UAE [Doctoral dissertation, University of Exeter, UK] https://ore.exeter.ac.uk/repository/bitstream/handle/10036/4482/RogierD.pdf

20. Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149–2161. https://doi.org/10.1080/03075079.2019.1590690

21. Rose, H., & McKinley, J. (2018). Japan’s English-medium instruction initiatives and the globalization of higher education. Higher Education, 75, 111–129. https://doi.org/10.1007/s10734-017-0125-1

22. Shvidko, E., Evans, N. W., & Hartshorn, K. J. (2015). Factors affecting language use outside the ESL classroom: Student perspectives. System, 51, 11–27. https://doi.org/10.1016/j.system.2015.03.006

23. Tajik, M. A., Akhmetova, G. Y., Fillipova, L. N., Shamatov, D. A., & Zhunussova G. D. (2022). Students’ struggles with EMI in Kazakhstani universities. The Education and Science Journal. 24(8), 95–115. https://doi.org/10.17853/1994-5639-2022-8-95-115

24. Trebits, A., Koch, M. J., Ponto, K., Bruhn, A. C., Adler, M., & Kersten, K. (2022). Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings. International Journal of Bilingual Education and Bilingualism, 25(7), 2668–2681. https://doi.org/10.1080/13670050.2021.1943307

25. Yip, D. Y., Coyle, D., & Tsang, W. K. (2007). Evaluation of the effects of the medium of instruction on science learning of Hong Kong secondary students: Instructional activities in science lessons. Education Journal, 35(2), 77–107.

26. Yip, D. Y., Tsang, W. K., & Cheung, S. P. (2003). Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test. Bilingual Research Journal, 27(2), 295–331. https://doi.org/10.1080/15235882.2003.10162808

27. Zacharias, N. T. (2013). Navigating through the English-medium-of-instruction policy: voices from the field. Current Issues in Language Planning, 14(1), 93–108. https://doi.org/10.1080/14664208.2013.782797