- 158 Downloads
This chapter illustrates the research potential of the ROAD-MAPPING framework as it argues for possibilities of using the framework for investigations into English-medium Education in Multilingual University Settings (EMEMUS). By way of exemplification, two research focal points are foregrounded: participant expectations and evaluations of relevant educational practices, on the one hand, and, on the other, English-medium classroom discourse. For these two investigative areas, four finished studies (Baker & Hüttner in Journal of Multilingual and Multicultural Development 38(6): 501–516, 2016; Dafouz, Hüttner, & Smit in Conceptualising integration in CLIL and multilingual education. Multilingual Matters, Bristol, UK, pp. 123–143, 2016; Komori-Glatz in English as a business lingua franca in multicultural student teamwork: An EMEMUS study (PhD thesis). University of Vienna, Vienna, Austria, 2017; Smit, 2010b) are introduced that showcase different ways of how the framework has informed the phases of conceptualisation, study design and methodology, data analysis and/or interpretation of findings. By extension, we argue that these examples illustrate that investigations into EMEMUS benefit from working with the ROAD-MAPPING framework.
KeywordsEMEMUS research Applying ROAD-MAPPING framework Teacher beliefs Student beliefs Classroom discourse
- Baker, W., & Hüttner, J. (2016). English and more: A multisite study of roles and conceptualisations of language in English medium multilingual universities from Europe to Asia. Journal of Multilingual and Multicultural Development, 38(6), 501–516. https://doi.org/10.1080/01434632.2016.1207183.CrossRefGoogle Scholar
- Bradford, A., & Brown, H. (Eds.). (2018). English-medium instruction in Japanese higher education: Policy, challenges and outcomes. Bristol, UK: Multilingual Matters.Google Scholar
- Buehl, M., & Beck, J. S. (Eds.). (2015). International handbook of research on teachers’ beliefs. Abingdon, UK: Routledge.Google Scholar
- Dafouz, E. (2011). English as the medium of instruction in Spanish contexts: A look at teacher discourses. In Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo de Puerto (Eds.), Content and foreign language integrated learning norms and practices in genre contributions to multilingualism in European contexts (pp. 189–210). Bern, Switzerland: Peter Lang.Google Scholar
- Dafouz, E., Hüttner, J., & Smit, U. (2016). University teachers’ beliefs of language and content integration in English-medium education in multilingual settings. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 123–143). Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
- Deterding, D. (2013). Misunderstandings in English as a lingua franca: An analysis of ELF interactions in South-East Asia. Retrieved from https://www.degruyter.com/view/books/9783110288599/9783110288599/9783110288599.xml.
- Doiz, A., Lasagabaster, D., & Sierra, J. M. (Eds.). (2013). English medium instruction at universities: Global challenges. Bristol, UK: Multilingual Matters.Google Scholar
- Dorfsman, M. I. (2018). The development of discourse in the online environment: Between technology and multiculturalism. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0110-5.
- Gray, J., & Morton, T. (2018). Social interaction and English language teacher identity. Edinburgh, Scotland: Edinburgh University Press.Google Scholar
- Jenkins, J. (2014). English as a lingua franca in the international university: The politics of academic English language policy. Abingdon, UK: Routledge.Google Scholar
- Komori-Glatz, M. (2017). English as a business lingua franca in multicultural student teamwork: An EMEMUS study (PhD thesis). University of Vienna, Vienna, Austria.Google Scholar
- Kuckartz, U. (2014). Qualitative text analysis: A guide to methods, practice and using software. London, UK: Sage.Google Scholar
- Ledergerber, A. (2015). Teaching business presentation skills: A heuristic case study. In R. Wilkinson & M. L. Walsh (Eds.), Integrating content and language in higher education: From theory to practice—Selected papers from the 2013 ICLHE conference (pp. 223–238). Frankfurt am Main, Germany: Peter Lang.Google Scholar
- Mauranen, A. (2012). Exploring ELF: Academic English shaped by non-native speakers. Cambridge, UK: Cambridge University Press.Google Scholar
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. London, UK: Sage.Google Scholar
- Murata, K. (Ed.). (2019). English-medium instruction from an English as a lingua franca perspective: Exploring the higher education context. Abingdon, UK: Routledge.Google Scholar
- Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford, UK: Oxford University Press.Google Scholar
- Smit, U. (2010a). CLIL in an English as a lingua franca (ELF) classroom: On explaining terms and expressions interactively. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms (pp. 259–277). Amsterdam, The Netherlands: John Benjamins.Google Scholar
- Smit, U. (2010b). English as a lingua franca in higher education: A longitudinal study of classroom discourse. Berlin, Germany: De Gruyter.Google Scholar
- Smit, U. (2014). English-medium education in multilingual university settings: A sociolinguistic examination of interactive explaining in the classroom. ILC Lecture presented at the Centre for Language Education and Acquisition Research, University of Southampton. Retrieved from http://blog.soton.ac.uk/ilc/files/2014/05/Smit_ILClecture_19_02_14_slides.pdf.
- Smit, U., & Dafouz, E. (2012). Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe. In U. Smit & E. Dafouz (Eds.), Integrating content and language in higher education: Gaining insights into English-medium instruction at European universities—AILA Review (pp. 1–12). Amsterdam, The Netherlands: John Benjamins.Google Scholar
- Valcke, J., & Wilkinson, R. (Eds.). (2017). Integrating content and language in higher education: Perspectives on professional practice. Frankfurt am Main, Germany: Peter Lang.Google Scholar
- Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business School Press.Google Scholar