L2 Classroom Talk and Subject Content Learning: Investigating the relationship between L2 (English) learning and content learning in English Medium Instruction (EMI) mathematics and science classrooms

Principal Investigator

Dr. Gary Harfitt, The University of Hong Kong

 

Co-Investigators

Dr. Valerie W.Y. Yip, The University of Hong Kong
Dr. Ida A.C. Mok, The University of Hong Kong
Dr. Alice S. L. Wong, The University of Hong Kong
Dr. Dennis C. L. Fung, The University of Hong Kong
Dr. Kennedy K. H. Chan, The University of Hong Kong
Dr. Arthur M. S. Lee, The University of Hong Kong
Dr. Cheri Y. Y. Chan, The University of Hong Kong

 

Consultant and Co-Investigator

Professor Amy B. M. Tsui, The University of Hong Kong

 

Objectives

This study examines the role of language in the teaching and learning processes in English-medium mathematics and science classrooms in junior secondary classrooms (grades 7-9) of Hong Kong. The transition of using everyday language to academic language in subject content lessons creates numerous difficulties. The particular nature of the academic languages can present obstacles for students to comprehend and express knowledge and concepts in ways that are specific to a particular discipline. These difficulties are heightened if the content has to be taught in a second language (L2), which is English.

Professional development initiatives in local secondary schools have emphasized the integration of language and content in humanities, mathematics and science subjects. However, so far no systematic study has been conducted in Hong Kong on the spoken discourse of classroom teaching in content subjects. By conducting an in-depth examination of the spoken discourse in L2 mathematics and science classes across multiple classes in Hong Kong secondary schools, the study proposes to  achieve the following objectives:

1. To identify the distinctive features of the L2 classroom talk which promote successful learning in mathematics and science;
2. To investigate the linguistic competency and knowledge required for students to participate successfully in mathematics and science lessons;
3. To discuss teachers’ teaching and linguistic strategies that are useful in  facilitating effective content and English language learning in class, and to inform teacher professional development;
4. To examine students’ experience of learning mathematics and science in and out of the classroom for a better understanding of how content knowledge is constructed by the students;
5. To provide insights and directions for future medium of instruction (MOI) policy.

 

Significance for Hong Kong and beyond

The findings of this study will have local and international significance. It is especially relevant to the local educational landscape as a result of the “fine-tuning” medium of instruction (MOI) policy where an increasing number of the former Chinese Medium Instruction (CMI) schools are introducing English Medium Instruction (EMI) classes, particularly in science and mathematics.  Worldwide, when implementing a bilingual model of education, mathematics and science are usually the two subjects that are chosen for adopting EMI; yet little research exists in this crucial area.

 

Grant Received

HKD 6,916,338