Medium of Instruction and English Language Teaching Strategies

1. Medium of Instruction and English Language Teaching Strategies HKUGA Seminar 16 May 2009

2. Fallacies • HK has a unique problem in its MOI policy: educational, political, social and economic agendas • Bilingual education means English immersion education • More exposure to English → better English • EMI students outperform CMI students in English as well as in other subjects, therefore EMI is better than CMI • Use of mixed code by proficient speakers of English vs by learners of English • Streaming according to MOI has a labeling effect

3. A Longitudinal Study on Impact of MOI on Self-Perception and Learning StrategiesSampling

4. General Self Concept & MOI(Comparable Groups: high ability) Mean scores of general self concept between CMI and EMI students (high ability) across 3 years. (Total no. of Ss: 841)

5. General Self Concept & MOI(Comparable Groups: average ability) Mean scores of general self concept between CMI and EMI students (average ability) across 3 years. (Total no. of Ss: 326)

6. Extrinsic Motivation & MOI (Comparable Groups: high ability) Mean scores of extrinsic motivation scores between CMI and EMI students (high ability) across 3 years (Total no. of Ss: 841)

7. Extrinsic Motivation & MOI (Comparable Groups: average ability) Mean scores of extrinsic motivation scores between CMI and EMI students (average ability) across 3 years (Total no. of Ss: 326)

8. Intrinsic Motivation & MOI (Comparable Groups: high ability) Mean scores of intrinsic motivation scores between CMI and EMI students (high ability) across 3 years (Total no. of Ss: 841)

9. Intrinsic Motivation & MOI (Comparable Groups: average ability) Mean scores of intrinsic motivation scores between CMI and EMI students (average ability) across 3 years (Total no. of Ss: 326)

10. Learning Strategies: Critical Thinking (Comparable Groups: high ability Mean scores of critical thinking between CMI and EMI students (high ability) across 3 years (Total no. of Ss: 841)

11. Learning Strategies: Critical Thinking (Comparable Groups: average ability) Mean scores of critical thinking between CMI and EMI students (average ability) across 3 years (Total no. of Ss: 326)

12. Learning Strategies: Meta-cognitive Strategies (Comparable Groups: average ability) Mean scores of meta-cognitive strategies between CMI and EMI students (average ability) across 3 years (Total no. of Ss: 326)

13. Learning Strategies: Meta-cognitive Strategies (Comparable Groups: high ability) Mean scores of meta-cognitive strategies between CMI and EMI students (high ability) across 3 years (Total no. of Ss: 841)

14. MOI Policy Conditions for Using English as MOI • Students’ English proficiency and academic ability • Teachers’ English competence • Appropriate language support resources

15. Lived Experience of Schools • English proficiency of content teachers • Quality control of curriculum materials • Collaboration between content and English teachers • Maximization of opportunities and resources for learning outside the formal curriculum • Integration of formal and informal curricula

16. Facilitating Conditions and Strategies for Effective EL Teaching & Learning in EMI & CMI Schools –Findings of Case Studies of Good Practices in ELT in EMI & CMI Schools • A positive, non-threatening and collaborative school culture for risk-taking • Involvement of all stakeholders: all teachers, librarian, parents and students • Flexibility in the English curriculum • Maximisation of opportunities and resources for learning English: library, students as a resource for learning • Integration of the formal and informal curricula • Provision of scaffolding: distal and proximal

17. Focusing on Language in Content Teaching • Content teachers’ awareness and mastery of discipline specific genre • Content obligatory language vs content complementary language • Relationship between Content Obligatory language form and meaning making in the discipline

18. Deconstructing Scientific Language Neutralization is a process by which an acid is added to an alkali until it become neutral or vice versa. The products are salt and water. • Neutralisation is a process = Acid neutralises an alkali or vice versa = Acid is added to an alkali until it becomes neutral • what is an acid and what is an alkali • what is a process • -ION indicates a process • meaning of neutral • neutralizes and neutralized by • what is a salt • pH value • How does adding acid to alkali or vice versa result in salt and water?

19. Neglected Aspects • Two types of language competence: English for interpersonal interaction vs English for academic study • Disparity between English curriculum and the use of English for learning content • Transition from secondary to university learning

20. Concluding Remarks • Formulation of MOI policy by government is a political balancing act worldwide • As educators, the educational benefits of our students should always be the first and foremost consideration when we make decisions on MOI in schools.

21. References • For a report on the longitudinal study on self-perception and learning strategies of HK students, see Sallili, F. & Tsui, A. B. M. (2005). The Effects of Medium of Instruction on Students’ Motivation and Learning. In Rumjahn Hoosain & Farideh Salili (Eds.), Language in Multicultural Education (pp. 135-156). Research in Multicultural Education and International Perspectives, Volume 4. Greenwich CT: Information Age Publishing (IAP). • For good practices in ELT in CMI and EMI schools, see Telenex.hku.hk or EdB website • For MOI policy issues in HK and other parts of the world, see Tsui and Tollefson (2007) and Tollefson and Tsui (2004) (see next slide)

22. Amy B. M. Tsui & James W. Tollefson (Eds.) (2007) Language Culture and Identity in Asian Contexts. Mahwah, N.J.: Lawrence Erlbaum Associates. James W. Tollefson & Amy B. M. Tsui (Eds.) (2004) Medium of Instruction Policies: Whose Agenda? Which Agenda? Mahwah, N.J.: Lawrence Erlbaum Associates.

23. Thank You