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An Investigation of Native English-S...

Valdois, Ahneka J.

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An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting./
作者:	Valdois, Ahneka J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	339 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13901832
ISBN:	9781085678636

An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting.
Valdois, Ahneka J.

An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 339 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ph.D./HE)--Azusa Pacific University, 2019.

This item must not be sold to any third party vendors.

English medium instruction (EMI) programs in higher education are growing in number around the world and creating questions regarding social equity. International higher education institutions implement EMI programs, and students enroll in them because of the perceived ability of English language skills to open doors and create more opportunities for social mobility. However, the efficacy of these programs in achieving their stated learning objectives is largely unexplored. One area that has been under-researched is the pedagogical strategies of native English speaking (NES) instructors; therefore, this qualitative study focused on NES instructors' pedagogical strategies at Chinese universities. My research question was: How do native English-speaking instructors help non-native English-speaking students learn content knowledge at Chinese universities? Using grounded theory, a qualitative methodology that examines social processes and uses data to create a new theory, I interviewed 21 NES instructors at 4 Chinese universities, conducted hour-long classroom observations of 14 of these participants, and re-interviewed 13 of them, seeking to understand the means by which they attempted to reach their pedagogical objectives. The model that emerged from the data suggested 4 stages of development for pedagogical strategies: (a) implementation and noticing, (b) learning and interpreting, (c) negotiating pedagogical goals, and (d) adapting pedagogical strategies. This process was influenced by participants' backgrounds and driven by their internal passion for their work, their hope both for the future of their EMI program, and/or the efficacy of their efforts in their students' lives. The findings led to implications for practice in terms of teacher training and recommendations for future research that can inform the professional contributions of current and future EMI teachers, in addition to those educational leaders who are responsible for teacher training and future research in this field of study.

ISBN: 9781085678636Subjects--Topical Terms:

641065
Higher education.

An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting.
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