Abstract
Increasingly more colleges and universities in non-English speaking countries are requiring instructors to teach in English. Although existing research addresses various issues related to using English as a medium of instruction in higher education, few studies have specifically addressed how to provide language scaffolding to college instructors who are asked to teach their subjects in English for the first time. The study builds on Freeman et al.’s (2015) discourse functions for English-for-teaching and presents a refined functional framework to suit college-level classes. It provides authentic language samples to help instructors prepare to teach in English based on the analysis of authentic classroom discourse obtained from 16 lectures from the Michigan Corpus of Academic Spoken English. This study demonstrates that teaching is a form of routinized social activity and argues that learning about different discourse functions and developing basic competence through authentic sentences examples can be a small but helpful step.
Recommended Citation
Kim, Eun-Young Julia
(2021)
"English-for-Teaching in Higher Education: Discourse Functions and Language Exemplars,"
MITESOL Journal: An Online Publication of MITESOL: Vol. 3:
Iss.
1, Article 4.
Available at:
https://scholarworks.gvsu.edu/mitesol/vol3/iss1/4
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, English Language and Literature Commons, Language and Literacy Education Commons