语言政策框架下国际学生EMI课程教学探究

“一带一路”高等教育国际化的背景下,国际学生的全英教学(English-medium instruction,EMI)课程面临师生英语水平低、文化背景差异、教学模式、课程评价与管理滞后等挑战。基于语言政策框架视角,调查近我国300名国际学生以及30名高校教师,探索EMI课程在语言信念、语言实践与语言管理方面的现状。结果发现:(1)国际学生EMI动机较高、EMI观念较积极,但教师的课程观念较负面;(2)师生均采取有效策略促进语言与学科学习,但教学模式仍以教师为中心,形式单一;(3)缺乏课程教学激励机制。最后,针对教学模式、课程管理及国际学生态度等提出建议,为我国高校开展对外教育国际化提供建议。

In the context of the Belt and Road Initiative and internationalization of higher education,English-medium instruction(EMI)program for international students has meet many challenges like insufficient English proficiency,cultural differences and ineffective teaching model,program evaluation and management.Based on the language policy framework,a large-scale survey was conducted among about 300 international students and 30 EMI teachers in China,to investigate their language beliefs,language practice and language management regarding EMI programs.The results found that:①international students had higher motivation and more positive perception of EMI,teachers had more negative perception;②both teachers and students adopted effective strategies to promote language learning and subject study,but course model was teacher-centered and monotonous;③motivational mechanism for teaching EMI was absent.Finally,suggestions are put forward on EMI teaching models,program management and attitude guidance for international students.