Attitudes towards English-medium instruction: Bringing Bourdieusian theories and affective variables into the picture
(2019) EMI Practices in Europe — Location: University of Copenhagen (4.April.2019)
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- Abstract
- Following Macaro et al. (2018), English-medium instruction (henceforth EMI) refers to the use of English as a language of instruction in settings in which English is not an official language. Whilst several researchers have highlighted the potential dividing effect of EMI, leading to the creation of a proficient English-speaking elite (Shohamy 2013; Wilkinson 2013), research generally overlooks attitudes toward English as a language acquired at university, despite mentions of proficiency issues. My aim is to address this gap and investigate correlations between students’ attitudes and socio-affective variables, namely motivation, language anxiety, imagined community, possible self and self-efficacy beliefs. Students’ attitudes to EMI are explored in the light of Bourdieusian theories and are conceptualized as a habitus, that is, a mindset leading to predispositions to behave in specific ways, oriented by the perceived chance of linguistic profit, in other words the legitimacy given to EMI, the perception of its necessity, and the perceived chance of success in EMI (Bourdieu 1977: 24). More specifically, the two research questions I am investigating are: RQ1. What are university students’ attitudes towards EMI in French-speaking Belgium and in Norway? RQ2. How do attitudes to EMI relate to socio-affective variables involved in language learning? The study starts with a quantitative investigation through questionnaires, followed by a qualitative study based on semi-structured interviews. Questionnaires have been submitted and interviews are currently being conducted; by the time of the conference, results from the quantitative study will be available. References: Bourdieu, P. (1977). L’économie des échanges linguistiques. Langue française, 34, 17-34. 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. Shohamy, E. (2013). A critical perspective on the use of English as a medium of instruction at universities. In A. Doiz, D. Lasagabaster & J. M. Sierra (Eds.), English-Medium Instruction at Universities: Global Challenges (pp. 196-212). Bristol: Multilingual Matters. Wilkinson, R. (2013). English-medium instruction at a Dutch university: Challenges and pitfalls. In A. Doiz, D. Lasagabaster & J. M. Sierra (Eds.), English-Medium Instruction at Universities: Global Challenges (pp. 3-26). Bristol: Multilingual Matters.
- Affiliations
University of Oslo
Citations
Buntinx, N. (2019). Attitudes towards English-medium instruction: Bringing Bourdieusian theories and affective variables into the picture. EMI Practices in Europe, University of Copenhagen. https://hdl.handle.net/2078.5/222009