Turkish lecturers' views on the place of mother tongue in the teaching of content courses through English medium

One consequence of higher education institutions' efforts to internationalize themselves is the adoption of English medium instruction (EMI) in teaching. This is particularly the case in non-Anglophone countries. Although researchers have extensively canvassed the place of English in English as...

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Bibliographic Details
Published in:Asian Englishes 2016-09, Vol.18 (3), p.242-257
Main Author: Karakas, Ali
Format: Article
Language:English
Subjects:
Code Switching (Language)
code-switching
College Faculty
Content Analysis
Educational Policy
English (Second Language)
English-medium instruction
first-language use
Foreign Countries
Foreign Students
Higher Education
Intellectual Disciplines
language beliefs
Language of Instruction
Language policy
Native Language
Qualitative Research
Semi Structured Interviews
Teacher Attitudes
Turkish
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Summary:One consequence of higher education institutions' efforts to internationalize themselves is the adoption of English medium instruction (EMI) in teaching. This is particularly the case in non-Anglophone countries. Although researchers have extensively canvassed the place of English in English as a foreign language (EFL) / English as a second language (ESL) in such countries, little has been researched on the place of mother tongue in EMI programmes. This study aims to fill this gap by investigating the place of mother tongue in EMI courses. Data were garnered via interviews with EMI lecturers. The analyses indicate that lecturers are largely supportive of integration of Turkish into classes to varying degrees, and of letting students use it for certain purposes. Those against using Turkish in classes mainly underscore the presence of international students, and the institutional policy urging them to use English. The results offer practical implications for policy-makers and lecturers in terms of how they can adjust themselves to the current linguistic environment of their institutions.
ISSN:1348-8678
2331-2548
DOI:10.1080/13488678.2016.1229831