Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language (Hablando sobre la enseñanza en inglés: experiencias de los docentes universitarios en Suecia respecto de cambiar su enseñanza a otra lengua)

John Airey

Description

Abstract
This study documents the experiences of Swedish university lecturers when they change from teaching in their first language to teaching in English. Eighteen lecturers from two Swedish universities took part in a training course for teachers who need to give content courses in English. As part of the course the participants gave mini-lectures in their first language in a subject area that they usually teach. The following week, the lecturers gave the same lectures again, this time in English. The pairs of lectures were videoed and commented on by the lecturers themselves and the whole course cohort in an online discussion forum (an input of approximately 60 000 words). In addition, twelve of the lecturers were interviewed about their experiences of changing language in this way (total of 4 hours of recorded material). The paper presents a qualitative analysis of the thoughts and experiences expressed by the lecturers in their online discussions and in the interviews concerning the process of changing the language of instruction to English. These results are presented as nine themes. Nine recommendations for teachers changing to teaching in English are also presented. The findings replicate those of earlier studies with one notable exception: the lecturers in this study were acutely aware of their limitations when teaching in English. It is suggested that this may be due to the lecturers’ relative inexperience of English-medium instruction.
Resumen
El presente trabajo documenta las experiencias de profesores universitarios en Suecia cuando pasan de la enseñanza en su lengua materna a la enseñanza en inglés. Dieciocho profesores pertenecientes a dos universidades suecas participaron en un curso de formación para profesores en el que debían impartir en inglés el contenido de cursos de materias específicas. Como parte del curso, los profesores participantes impartieron una serie de “mini-lecciones” en su lengua materna sobre una materia específica de su ámbito profesional. A la semana siguiente los profesores volvieron a impartir la misma lección pero, esta vez, en inglés. Se grabaron con técnicas de vídeo y audio los distintos pares de lecciones, los propios profesores hicieron comentarios a las sesiones y los seguidores del curso participaron en un foro de debate en línea (que consta de aproximadamente 60.000 palabras). Además, se entrevistó a doce de los profesores acerca de sus experiencias sobre este cambio de lengua en las clases dando como resultado un total de cuatro horas de material grabado. En el presente trabajo se analiza desde un punto de vista cualitativo los pensamientos y las experiencias relativos al proceso de pasar de la lengua materna a la lengua inglesa como lengua de instrucción y manifestados por los profesores en los debates en línea y en las entrevistas. Los resultados se clasifican en nueve temas. Asimismo se presentan nueve recomendaciones para los profesores que cambian a la lengua inglesa en su docencia. Los resultados se asemejan a los obtenidos en estudios anteriores aunque con una excepción notable: los profesores participantes en este estudio eran muy conscientes de sus limitaciones a la hora de enseñar en inglés, y se entiende que esto puede deberse a su relativa inexperiencia en cuanto al uso de la lengua inglesa como medio de instrucción.

Sujets

• Elf
• Medium of instruction

Informations

• Publié par: erevistas
• Publié le: 01 janvier 2011
• Nombre de lectures: 8
• Langue: English

Extrait

02 IBERICA 22.qxp:Iberica 13 21/09/11 16:59 Página 35
Talking about teaching in English:
Swedish university lecturers’ experiences
of changing teaching language
John Airey
Uppsala University & Linnaeus University (Sweden)
[e-mail]
Abstract
This study documents the experiences of Swedish university lecturers when they
change from teaching in their first language to teaching in English. Eighteen
lecturers from two Swedish universities took part in a training course for teachers
who need to give content courses in English. As part of the course the
participants gave mini-lectures in their first language in a subject area that they
usually teach. The following week, the lecturers gave the same lectures again, this
time in English. The pairs of lectures were videoed and commented on by the
lecturers themselves and the whole course cohort in an online discussion forum
(an input of approximately 60 000 words). In addition, twelve of the lecturers
were interviewed about their experiences of changing language in this way (total
of 4 hours of recorded material). The paper presents a qualitative analysis of the
thoughts and experiences expressed by the lecturers in their online discussions
and in the interviews concerning the process of changing the language of
instruction to English. These results are presented as nine themes. Nine
recommendations for teachers changing to teaching in English are also
presented. The findings replicate those of earlier studies with one notable
exception: the lecturers in this study were acutely aware of their limitations when
teaching in English. It is suggested that this may be due to the lecturers’ relative
inexperience of English-medium instruction.
Keywords: parallel-language education, university lecturing, teaching in
English, ELF, medium of instruction.
Resumen
Hablando sobre la enseñanza en inglés: experiencias de los docentes
universitarios en Suecia respecto de cambiar su enseñanza a otra lengua
El presente trabajo documenta las experiencias de profesores universitarios en
Ibérica 22 (2011): 35-54 35
ISSN 1139-724102 IBERICA 22.qxp:Iberica 13 21/09/11 16:59 Página 36
Jo HN AIr Ey
Suecia cuando pasan de la enseñanza en su lengua materna a la enseñanza en
inglés. Dieciocho profesores pertenecientes a dos universidades suecas
participaron en un curso de formación para profesores en el que debían impartir
en inglés el contenido de cursos de materias específicas. Como parte del curso,
los profesores participantes impartieron una serie de “mini-lecciones” en su
lengua materna sobre una materia específica de su ámbito profesional. A la
semana siguiente los profesores volvieron a impartir la misma lección pero, esta
vez, en inglés. Se grabaron con técnicas de vídeo y audio los distintos pares de
lecciones, los propios profesores hicieron comentarios a las sesiones y los
seguidores del curso participaron en un foro de debate en línea (que consta de
aproximadamente 60.000 palabras). Además, se entrevistó a doce de los
profesores acerca de sus experiencias sobre este cambio de lengua en las clases
dando como resultado un total de cuatro horas de material grabado. En el
presente trabajo se analiza desde un punto de vista cualitativo los pensamientos
y las experiencias relativos al proceso de pasar de la lengua materna a la lengua
inglesa como lengua de instrucción y manifestados por los profesores en los
debates en línea y en las entrevistas. Los resultados se clasifican en nueve temas.
Asimismo se presentan nueve recomendaciones para los profesores que cambian
a la lengua inglesa en su docencia. Los resultados se asemejan a los obtenidos en
estudios anteriores aunque con una excepción notable: los profesores
participantes en este estudio eran muy conscientes de sus limitaciones a la hora
de enseñar en inglés, y se entiende que esto puede deberse a su relativa
inexperiencia en cuanto al uso de la lengua inglesa como medio de instrucción.
Palabras clave: docencia en una lengua paralela, clases universitarias,
enseñanza en inglés, inglés como lengua franca, medio de instrucción.
Introduction
In recent years there has been a growing trend across Europe towards
teaching university courses through the medium of English. In this respect,
Sweden has been shown to be at the forefront of this change along with the
Netherlands and Finland (Maiworm & Wächter, 2002; Wächter & Maiworm,
2008). For example, in a recent snap-shot of the situation in Swedish higher
education approximately 50% of master’s courses offered in autumn 2007
were scheduled to be taught through the medium of English (Swedish
National Agency for Higher Education, 2007). In my earlier work I have
extensively examined the effects of such changes on Swedish students’
experiences of learning and the resultant consequences for learning (Airey,
2009a, 2009b, 2010 & 2011; Airey & Linder, 2006, 2007 & 2008). For this
paper the focus now shifts to the experiences of lecturers who teach on such
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TALk INg Abo u T TEACHINg IN ENg LISH
courses. How do Swedish lecturers experience the process of changing to
teaching in English? What problems do they encounter and what advice can
they give to others faced with the same situation?
Research background
The past 20 years have seen a large number of studies dealing with diverse
aspects of English-medium instruction in European university education.
o ne of the main drivers of this research has been the steadily increasing
numbers of overseas students reading courses at European universities – due
in part to the implementation of the bologna process (benelux bologna
Secretariat, 2010). In the Nordic countries in particular there has been a great
deal of discussion in the research community about the use of English in the
educational sector (Teleman, 1992; Phillipson & Skutnabb-k angas, 1999;
Falk, 2001; Höglin, 2002; Wilson, 2002; Hyltenstam, 2004; Josephson, 2005;
Preisler, 2008; Shaw, 2008; Mortensen & Haberland 2009). These discussions
have centred on questions of domain loss, parallel language use and the
necessity of English as a the language of international research. There has
also been a corresponding flood of empirical work. The majority of this
work has taken the form of surveys that focus on the extent to which
English is used in higher education, and the attitudes of lecturers and/or
students to teaching and learning in English (g unnarsson & Öhman, 1997;
Phillipson & Skutnabb-k angas, 1999; Falk, 2001; Hellekjaer & Westergaard
2002; Carroll-boegh, 2005; Melander, 2005; bolton & k uteeva, 2009;
Jensen, Stæhr & Thøgersen, 2009). o thers have attempted to describe and
document the language environments of university courses taught in English
(Tella, r äsänen & Vähäpassi, 1999; Schwach, 2005; brandt & Mortensen,
2008; Ljøsland, 2008; björkman, 2010; Söderlundh, 2010).
A smaller number of studies deal with the ability of students to learn in
English. For example, in terms of reading comprehension, both k arlgren
and Hansen (2003) and Söderlundh (2004) suggest that reading in English
leads to a more surface understanding of text. Similarly, Skriver Didriksen
(2009) finds that many students do not appear to have the necessary
academic reading skills to cope with studies in English. However, Shaw &
McMillion (2008) provide a slightly different picture, suggesting that Swedish
students read an English biology textbook as well as their british
counterparts provided they are given extra time (see also this volume). In
terms of listening, Hellekjær (2010) finds that a considerable number of
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Jo HN AIr Ey
students have problems of comprehension when lectures are given in
English. The problems found involve the meaning of particular terms and
difficulties in taking notes. Suviniitty (2010) relates student ratings of lecture
comprehensibility to the number of questions asked by the lecturer,
suggesting that lectures with a higher degree of interaction are judged to be
easier to understand. o n a similar theme, Airey (2009a) finds that whilst
Swedish students may suggest that they learn equally well in the local
language or English, the same students can point out a number of important
differences in their learning when shown video footage of actual lectures in
a process of stimulated recall (Calderhead, 1981). The differences found
here relate to difficulty experienced in simultaneously following a lecture and
taking notes, and a smaller number of questions asked and answered when
lectures were in English. This reduction in the frequency of questions in
English-medium instruction was also noted by björkman (2010).
Very few studies have been made of Nordic teachers lecturing in English.
Thøgersen & Airey (2011) analysed five science lectures: three in Danish
(L1) and two in English (L2) given by the same experienced