Emergent STEM Lecturer Identities: The Shaping Effects of EMI in Action in an Internationalised and Englishised HE Context

Autor/in	Block, David
Titel	Emergent STEM Lecturer Identities: The Shaping Effects of EMI in Action in an Internationalised and Englishised HE Context
Quelle	In: Language Teaching, 54 (2021) 3, S.388-406 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444820000221
Schlagwörter	STEM Education; Language of Instruction; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Educational Theories; Teaching Methods; Professional Identity; Science Teachers; Mathematics Teachers; College Faculty; Case Studies; Higher Education; International Education + Suchen Sie Ihr Suchwort? STEM; Teaching language; Unterrichtssprache; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Fakultät; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung
Abstract	This paper examines the emergent identities of three STEM (science, technology, engineering and mathematics) lecturers, focusing especially on how they construct themselves with regard to their disciplines and how researchers construct them as potential English language teachers. It begins with essential background information before discussing identity as a key construct. The paper then moves to the presentation of a Foucauldian-inflected version of positioning theory which is employed as a means of understanding the construction of English-medium instruction (EMI) STEM lecturer identities. In the second half of the paper, there is a discussion of three case-studies of EMI STEM lecturers, which shows how each orientates to his or her subject discipline, and the prospect of acting, on occasion, as an English language teacher. Specifically, there is a detailed consideration of how EMI lecturers position themselves in their contacts with researchers and in their teaching; how their self-positionings are consistent or not with how researchers position them; and how self-positionings are similar or different across EMI lecturers. The paper ends with a discussion of what conclusions can be drawn from the research findings. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01