Search

In the field of English medium instruction (EMI), multilingual research approaches are crucial to carrying out effective and ethically responsible research, because EMI policies and practices are inherently multilingual. This paper is a partial replication study that adopts a 'researching multilingually' analytical framework to interrogate the challenges and affordances of using multiple languages during two EMI research projects. In the project in Turkey, the lead researcher, who is an English-Turkish bilingual, analysed policy documents (n = 145) and interview data (n = 67) drawing on her knowledge of both languages. Additionally, 85 EMI classroom observations were conducted. In the project in China, the research team of two L1 English speakers and two L1 Chinese speakers investigated 93 bilingual policy documents and conducted interviews with 26 policy arbiters by drawing on both languages during data collection and analysis. Together, these reflections highlight how multilingual approaches can be utilised throughout the research process, from team formation, research design, data collection, data analysis, and presentation of findings in research reports.

This mixed-methods study explores the language-related difficulties and ELT support offered in English-medium programmes at eight universities in China. Data included a student questionnaire (n = 394) measuring the difficulties of 45 academic tasks, organized around the four skills of reading, writing, listening, and speaking. Results revealed students faced the largest difficulties with productive skills, especially writing. To explore structural language support for overcoming such challenges, fieldwork interviews with twenty-six senior faculty at eight universities in four cities in China were conducted. These revealed three main types of institutional support: concurrent language support from English language teachers offered alongside English medium programmes; preparatory programmes taken before students enrolled in English medium courses, which were prevalent in language-specialist universities; and self-access learning and writing centres, which were found at two transnational universities. When structural support was lacking, content teachers reported making grassroots efforts to help students understand content via use of the students' multilingual repertoires in explanations, interactions, and materials.

This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, and the impact this has on stakeholder experiences. It explores policymaking at two transnational universities, which are compared and contrasted with data collected at six other Chinese universities that offer EMI programmes. Data were collected via individual and group interviews with 26 key policy stakeholders during fieldwork at the eight universities and centred on language-related policy diffusion surrounding admissions, language support, and language use. Findings revealed a reliance on foundation year studies at transnational universities versus the Gaokao (national college entrance examination) at other universities to ensure students had the requisite proficiency upon admissions. Findings also revealed transnational universities were more likely to offer language support to their students and have language policies governing language use. Overall, the findings reveal a range of affordances and caveats associated with each institution's contextualized policy making, causing ease and conflict for EMI stakeholders.

Copyright of Journal of English-Medium Instruction is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the field of English medium instruction (EMI), multilingual research approaches are crucial to carrying out effective and ethically responsible research, because EMI policies and practices are inherently multilingual. This paper is a partial replication study that adopts a 'researching multilingually' analytical framework to interrogate the challenges and affordances of using multiple languages during two EMI research projects. In the project in Turkey, the lead researcher, who is an English-Turkish bilingual, analysed policy documents (n = 145) and interview data (n = 67) drawing on her knowledge of both languages. Additionally, 85 EMI classroom observations were conducted. In the project in China, the research team of two L1 English speakers and two L1 Chinese speakers investigated 93 bilingual policy documents and conducted interviews with 26 policy arbiters by drawing on both languages during data collection and analysis. Together, these reflections highlight how multilingual approaches can be utilised throughout the research process, from team formation, research design, data collection, data analysis, and presentation of findings in research reports. [ABSTRACT FROM AUTHOR]

English in Chinese higher education has shifted from being taught as a foreign language alongside other disciplinary-focussed courses to becoming an important medium of instruction used for learning and teaching non-language related academic subjects. While using English medium instruction (EMI) seems a natural and neutral academic exercise, the switch has muddied the water of EMI implementation and caused a number of social and academic issues for both students and lecturers. These problems include unfair promotion opportunities, unequal access to EMI classes, inadequate learning outcomes, and poor teaching quality. This special issue builds on past and current EMI work that explores issues related to EMI implementation in Chinese higher education institutions and in classrooms. Through the selection of several empirical papers, the special issue shines light on current knowledge, policies and practices of EMI in China to pave the way for research-informed recommendations. [ABSTRACT FROM AUTHOR]

The growth of English medium instruction (EMI) in higher education in China over the past two decades has been promoted via implicit and explicit policies that aim to incentivise activities associated with the creation of English-taught courses and programs. This study investigates the components of such incentivisation schemes. It also explores how incentivisation policies are being implemented by policy arbiters, EMI programme directors, and EMI teachers. Data were collected from two sources: 93 institutional policy documents on EMI provision collected from 63 Chinese universities, and 26 interviews with senior university staff at a selection of eight Chinese universities. Results revealed that incentivisation policies focused on increased workload weighting for EMI courses, greater access to career development opportunities for teachers, increased monetary rewards, and dedicated financial support for creating and delivering courses. A comparison of policy and practice revealed areas of policy misfires and misalignments. EMI teachers considered the workload incentives insufficient and were not primarily motivated by financial rewards, but rather chose to teach in English for professional, academic, and personal intrinsic rewards; many viewed EMI at the core of their teacher-researcher academic identities. The paper concludes with recommendations to better align incentivisation policies with the driving forces attached to EMI in China. [ABSTRACT FROM AUTHOR]

Holiday and festival celebrations are a unique form of cultural expression. Physical activities associated with cultural traditions offer the perfect opportunity for physical educators to integrate interdisciplinary teaching in their programs. This article focuses on the application of a multicultural perspective by introducing 12 station tasks and activities that relate the Chinese calendar animal signs with the theme of the Chinese New Year celebration. Each station--named after an animal of the Chinese calendar--introduces the animal, the birth years represented by it, and specific characteristics of the animal. The article also describes the organization of each station activity and the equipment needed. Many of the activities included are games that Chinese children have played for generations such as the Dragon Dance, Chinese Yo-Yo, and the Tai Chi stance. Physical education teachers can apply selected activities in class for a cultural appreciation day or for movement and fitness development in their classes. (Contains 1 table and 6 figures.)

Geochemical fluxes in rock-soil systems are important tools in the evaluation of soil environmental risk, especially where the geological background (parent materials) are enriched in potential toxic elements (PTE). In the Baoshan area, the presence of mineral resources along with carbonate and basalt parent materials often leads to PTE being elevated in soils. In this study, we compared rock and soil geochemical compositions by collecting rock samples from the host formations and ore samples from two mineral deposits (Cu–Pb–Zn and Fe–Cu–Pb–Zn) and their overlying soils. This research demonstrates enrichment of PTE (As, Cd, Cr, Cu, Hg, Ni, Pb and Zn) in soils relative to their parent materials. The enrichment in soils may be due to the removal of mobile elements (e.g., Ca, Na, Mg, and Sr), and coprecipitation (As, Cd, Cr, Cu, Hg, Ni, Pb and Zn) and/or adsorption by Fe-oxy-hydroxides (Cr and Ni) under the influence of high pH values during soil formation. The results point to a parent lithological origin and natural enrichment of PTE in Baoshan soils. However, anthropogenic contamination of soils near mining areas is also possible. Soils forming from carbonate rocks, basalts, and especially from mineralized formations have higher PTE concentrations, and in places, levels can exceed the risk screening values for soil contamination of agricultural land of China. Where the latter is the case, it is suggested that ecological monitoring be implemented in the study area. The conventional use of the geo-accumulation index (I geo) and enrichment factor (EF) methods is challenged in this research and found to underestimate the PTE contamination. A compositional data analysis approach (using clr biplots) is presented which shows that comparison with regional-scale background datasets is essential to provide a more informative approach to evaluate the risk of soil contamination, especially in regions with elevated levels of PTE in parent materials. • Geochemical flux of rock-soil systems are revealed for different geological formations. • The geochemical flux indicates a lithological origin for PTE. • I geo and EF may underestimate PTE contamination in regions with elevated PTE. • CoDA is used to take into account the relative nature of geochemical data. • Mining activities contributions to soil contamination of PTE near the mining areas. [ABSTRACT FROM AUTHOR]

There have been recent breakthroughs in exploration for tin (Sn) and silver (Ag) mineral resources in the Southern Great Xing'an Range, making this region a world-class Sn and Ag metallogenic area. However, thick surface coverage and hidden deposits make exploration difficult, and conventional geological and geochemical prospecting methods have severely limited efficacy. In order to further extract geological and geochemical information on the basis of the existing research, to serve the regional mineral exploration, the knowledge-driven CoDA method is used to identify geochemical associations for inferring matallogenic information. Meanwhile, the fractal C-A model is used to determine geochemical anomalies, the catchment basin geochemical method is used to delineate anomaly boundary. Especially, the data-driven CoDA method is employed for comparison analysis with the knowledge-driven one. As a result, seven groups of compositional balances are proposed and verified, and geological bodies closely related to Sn and Ag mineralization are identified. These occurred in Dashizhai Formation strata, being calcareous rocks and granites, especially A-type granite, which is most closely related to mineralization. Meanwhile, Sn and Ag mineralization areas were identified and found to be consistent with known deposits. Finally, this paper proposes a novel model of regional porphyry Sn–Cu metallogenic systems and delineates exploration targets for Ag–Zn–Pb–Cu deposits and Sn–polymetallic deposits based on the analysis of catchment basins. • Meaningful geochemical associations are gained from knowledge- driven CoDA. • Using geochemical associations to infer ore-bearing strata, granite, calcareous rocks and mineralization • Catchment basin division for geochemistry is useful for regional metallogenic prediction. • Regional metallogenic model is proposed. [ABSTRACT FROM AUTHOR]