Abstract
Recent research has documented the rapid growth in the number of universities offering degree courses using English as the medium of instruction (EMI) throughout Asia. While some of this research has considered the impact of EMI instruction on student learning, only limited attention has been given to the experiences of other stakeholders, such as academic staff who are expected to deliver EMI courses in tertiary institutions. Therefore, this chapter explores the perspectives and experiences of academic staff at a large EMI tertiary institution in Hong Kong. Using a framework of teacher identity, the chapter considers the role of EMI policy and practice in the ability of academic staff to negotiate multiple identities, including ‘academic economist’, ‘researcher’, and ‘teacher’, by revealing the dominant discourses that constrained and enabled their professional identity construction. The data describes the challenges that academic staff experience in constructing their preferred identities in an EMI environment and how they negotiated such challenges. Implications for policymakers wishing to support the identity construction of academic staff at EMI tertiary institutions throughout Asia and beyond are considered and suggestions for future research discussed.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ball, P., & Lindsay, D. (2013). Language demands and support for English-medium instruction in tertiary education. Learning from a specific context. In A. Doiz, D. Lasagabaster & J. Sierra (Eds.), English-medium instruction at universities. Global challenges (pp. 44–61). Bristol: Multilingual Matters.
Barton, D., & Tusting, K. (2005). Introduction. In D. Barton & K. Tusting (Eds.), Beyond communities of practice. Language, power, and social context (pp. 1–13). Cambridge: Cambridge University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English-medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62, 431–449.
Cheong, C., Ng, S., & Cheung, C. (2009). A technical research report on the development of Hong Kong as a regional education hub. Hong Kong: The Hong Kong Institute of Education.
Crooks, G. (2013). Critical ELT in action. Foundations, promises, praxis. New York: Routledge.
Danielewicz, J. (2001). Teaching selves. Identity, pedagogy, and teacher education. Albany: State University of New York Press.
Davies, B. (1994). Poststructuralist theory and classroom practice. Geelong: Deakin University Press.
Day, C. (2011). Uncertain professional identities. Managing the emotional contexts of teaching. In C. Day & J. Lee. (Eds). New understandings of teacher’s work (pp. 45–54). Dordrecht: Springer.
Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon: Phase 1. London: British Council.
Doiz, A., Lasagabaster, D., & Sierra, J. (2013). Future challenges for English-medium instruction at the tertiary level. In A. Doiz, D. Lasagabaster & J. Sierra (Eds.), English-medium instruction at universities. Global challenges (pp. 213–221). Bristol: Multilingual Matters.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6(1), 1–17.
Evans, S., & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first year experience in Hong Kong. English for Specific Purposes, 30, 198–208.
Fairclough, N. (2003). Analysing discourse. Textual analysis for social research. London: Routledge.
Facella, M., Rampino, K., & Shea, E. (2005). Effective teaching strategies for English language learners. Bilingual Research Journal, 29(1), 209–221.
Farrell, T. (2015). Promoting teacher reflection in second language education. A framework for TESOL professionals. New York: Routledge.
Fenton-Smith, B., Stillwell, C., & Dupuy, R. (2017). Professional development for EMI: Exploring Taiwanese lecturers’ needs. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific: From policy to pedagogy (pp. 195–217). Dordrecht: Springer
Flowerdew, J., Li, D., & Miller, L. (1998). Attitudes towards English and Cantonese among Hong Kong Chinese university lecturers. TESOL Quarterly, 32(2), 201–231.
Gill, S., & Kirkpatrick, A. (2013). English in Asian and European higher education. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 1–4). Malden: Blackwell Publishing.
Hamid, M., Nguyen, H., & Baldauf, R. (2013). Medium of instruction in Asia: Context, processes and outcomes. Current Issues in Language Planning, 14(1), 1–15.
Hutchinson, M., & Hadjioannou, X. (2011). Better serving the needs of limited English proficient (LEP) students in the mainstream classroom: Examining the impact of an inquiry-based hybrid professional development program. Teachers and Teaching: Theory and practice, 17(1), 91–113.
Jenkins, J. (2014). English as a lingua franca in the international university. London: Routledge.
Jorgensen, M., & Phillips, L. (2002). Discourse analysis as theory and method. London: Sage.
Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners; Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94–103.
Kirkpatrick, A. (2011). Internationalization or Englishization: Medium of instruction in today’s universities. Centre for Governance and Citizenship, The Hong Kong Institute of Education, Working Paper Series No. 2011/003.
Kirkpatrick, A. (2014). The language(s) of HE: EMI and/or ELF and/or multilingualism? The Asian Journal of Applied Linguistics, 1(1), 4–15.
Kirkpatrick, A. (2017). The languages of higher education in East and Southeast Asia: Will EMI lead to Englishisation? In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific: From policy to pedagogy. Dordrecht: Springer.
Laclau, E., & Mouffe, C. (1985). Hegemony and socialist strategy: Towards a radical democratic politics. London: Verso.
Lin, A. (2006). Beyond linguistic purism in language-in-education policy and practice: Exploring bilingual pedagogies in a Hong Kong science classroom. Language and Education, 20(4), 287–305.
Merriam, S. (2009). Qualitative research. A guide to design and implementation. San Francisco: Jossey-Bass.
Miller Marsh, M. (2002). Examining the discourse that shape our teacher identities. Curriculum Inquiry, 32(4), 453–469.
Mok, K., & Cheung, A. (2011). Global aspirations and strategizing for world-class status: New form of politics in higher education governance in Hong Kong. Journal of Higher Education Policy and Management, 33(3), 231–251.
Patton, M. (2002). Qualitative research and evaluation methods. Thousand Oaks: Sage.
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah: Lawrence Erlbaum.
Ramanathan, V., & Morgan, B. (2007). TESOL and policy enactments: perspectives from practice. TESOL Quarterly, 41(3), 447–463.
Richards, J., & Farrell, T. (2005). Professional development for language teachers. Cambridge: Cambridge University Press.
Schatzki, T. (2002). The site of the social. A philosophical account of the constitution of social life and change. University Park: The Pennsylvania State University Press.
Tsui, A. (2004). Medium of instruction in Hong Kong: One country, two systems, whose language? In J. Tollefson & A. Tsui (Eds.), Medium of instruction policies. Which agenda? Whose agenda? (pp. 97–116). Mahwah: Lawrence Erlbaum.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44.
Vu, N., & Burns, A. (2014). English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. The Journal of Asia TEFL, 11(3), 1–31.
Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Trent, J. (2017). “Being a Professor and Doing EMI Properly Isn’t Easy”. An Identity-Theoretic Investigation of Content Teachers’ Attitudes Towards EMI at a University in Hong Kong. In: Fenton-Smith, B., Humphreys, P., Walkinshaw, I. (eds) English Medium Instruction in Higher Education in Asia-Pacific. Multilingual Education, vol 21. Springer, Cham. https://doi.org/10.1007/978-3-319-51976-0_12
Download citation
DOI: https://doi.org/10.1007/978-3-319-51976-0_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-51974-6
Online ISBN: 978-3-319-51976-0
eBook Packages: EducationEducation (R0)