Integrating content and language learning in English Medium Instruction (EMI) education

- Exploring “thematic patterns” as pedagogical strategies

Principal Investigator

Professor Angel M. Y. Lin, The University of Hong Kong

 

Co-Investigator

Dr. Tammy Y. L. Kwan, The University of Hong Kong
Dr. Yuen Yi Lo, The University of Hong Kong
Dr. Kennedy K.H. Chan, The University of Hong Kong

 

Objectives

This project focuses on developing an innovative teaching method to facilitate successful Content and Language Integrated Learning (CLIL) in Hong Kong English Medium Instruction (EMI) education. It has three objectives:

1. To investigate the recurrent thematic patterns (i.e. patterns of meaning relationships that form the key content in a particular subject) under different key topic areas in content subjects (focusing on two popular content subjects, Integrated Science/Biology and Geography) in EMI education;
2. To design teaching and learning materials using thematic patterns for content subject in EMI education;
3. To evaluate the effectiveness of using thematic patterns in facilitating students’ learning of content knowledge and the use of English for academic study in EMI education.

Anticipated outcomes of the project include:

1. Students can develop self-directed and collaborative learning strategies to learn content subjects in English effectively;
2. Students can improve their English proficiency (esp.in English academic literacy);
3. The participating teachers can enhance their knowledge and skills in teaching in supporting EMI students’ content and language integrated learning;
4. The participating schools will obtain experience and resources in training EMI teachers in both content and language subjects.

 

Significance for Hong Kong and beyond

Although EMI education enjoy high prestige among parents and students in Hong Kong, EMI school students often struggle with learning in EMI classrooms.  By investigating the “thematic patterns” in two popular content subjects (Integrated Science/Biology and Geography) in EMI education, this project will yield a deeper understanding of the relationship between the development of content knowledge and academic English proficiency in the subjects. This enhances content subject teachers’ awareness of knowledge structures (in terms of the patterns of meaning relationships that form the key content in the subjects), which will eventually facilitate students’ English language learning and academic content achievement in EMI education, thereby enhancing the effectiveness of EMI education in Hong Kong. Preliminary field work findings show that teacher participants well recognize the strategies of the “thematic-pattern-based” teaching method; and that both teachers and students look forward to the try-out of the “thematic patterns” strategies in their classrooms.