11:25-12:40 | Room 739 (7F)
Sunday Session II Language Education Session Chair: Russell Hazard 52504
11:25-11:50 | Room 739 (7F)
English as a Medium of Instruction, a Growing Global Phenomenon in Japan, South Korea, and Mongolia – Rationales and Challenges Sainbayar Gundsambuu, Osaka University, Japan
This study aims to explore the rationales to adopt EMI at six private universities in the non-Anglophone countries—Japan, South Korea, and Mongolia and to examine the implementation of EMI programs. As EMI is one trend in the internationalization of higher education across non-Anglophone countries, higher education institutions in these three countries are introducing courses and degree programs taught in English in order to become more competitive in the regional or international higher education market. The rationales for introduction and implementation of courses and programs taught in English differ in terms of their designs, characteristics, and national contexts. In Japan, the government’s top-down policy plays an important role in EMI development and implementation. The cases in South Korea display many similarities in comparison to Japan. However, the studies on EMI in Korean higher education are few. In contrast to Japan and South Korea, EMI is a new phenomenon in Mongolia. Though this study, it attempts to explore the phenomenon in its national context and to examine EMI at six private universities from the perspectives of faculty members and administrators involved with the implementation process of EMI. In addition, this study identifies challenges that these private universities have encountered when implementing EMI programs. 52026
11:50-12:15 | Room 739 (7F)
Language Facilitation Skills Training for Early Childhood Educators in South Africa: Towards a Contextually Embedded Multi-modal and Phased Training Model Aniel Redelinghuys, Stellenbosch University, South Africa Berna Gerber, Stellenbosch University, South Africa
Language development forms the foundation for early literacy development and Speech Language Therapists (SLT) and Early Childhood Educators (ECE) alike play a key role in facilitating language development. However, in South Africa, ECEs are often not adequately trained to facilitate language development. Teacher Professional Development (TPD) paves the way for multi-disciplinary collaboration between SLPs and ECEs in the form of in-service training. Through this collaboration SLPs can support ECEs in developing new knowledge and skills in language development. However, the socio-cultural contexts of the ECEs may influence their preferences towards the pedagogical modalities (including blended learning) used and the structure (a phased approach) through which the training can be delivered. This two-part study aimed to: i) conduct a cross-sectional, survey to explore their experiences, needs and perceptions regarding training on language development and language facilitation strategies (LFS) and ii). Conduct a scoping review to develop a literature-based model for delivering TPD. We interviewed 17 ECEs of 4 to 6 year olds from low- to middle-income schools in the Western Cape. The results from the interviews indicated a need for further training on language development and LFS and that a multi-modal and phased training program with post-training support could be helpful. Based on the results of the scoping review, a contextually embedded multi-phased, multi-method model for training is proposed. The implications related to the multi-disciplinary collaboration between SLPs and ECEs are discussed against the background of a socio-cultural perspective. 52453
12:15-12:40 | Room 739 (7F)
English Language Education Policy and Developing Countries: Interdependence, Digital Literacy, and Sustainable Development Orientations Russell Hazard, Beijing Aidi Teaching, Learning, & Innovation Center, China
This presentation/article examines English language education policy within the context of national development. Within this context, it highlights the importance of English language teachers, researchers, and policy makers educating themselves on core issues and advocating effectively due to the strong impact their decision-making may have on vulnerable populations. It concludes by recommending a strategic analysis of the cost and benefits of providing English language programming, of the optimal language of instruction, of the inclusion of elements of the United Nations Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) initiatives into the language curriculum, of implementation of existing low-zero cost educational technologies to facilitate digital literacy and global digital citizenship, and on educational infrastructure decisions such as teacher training.
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