Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: A critical review of literature

Jack K.H. PUN, Xuehua FU, Ka Ching CHEUNG

Research output: Contribution to journalArticlespeer-review

16 Citations (Scopus)

Abstract

In classrooms worldwide, the use of English to teach science subjects is becoming increasingly common. There is an increasing number of English-as-a-second/foreign-language learners studying science in English. This review examines 66 empirical studies on this topic published from 2000 to 2021. We critically review and synthesise evidence of the language challenges faced by teachers and students in secondary and tertiary English medium instruction (EMI) science courses, as well as proposed coping strategies. By adopting a multidisciplinary approach, we examine our findings from three fields of research: science education, language policy and applied linguistics. Our study extends EMI research by combining language learning and canonical content learning. Our synthesis of previous findings enhances understanding of content teaching in a second/foreign language in language immersion classrooms (e.g. content and language integrated learning, content-based instruction) and provides evidence-based pedagogical suggestions for enhancing EMI science teachers’ instructional practices worldwide. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)121-152
JournalStudies in Science Education
Volume60
Issue number1
Early online dateMar 2023
DOIs
Publication statusPublished - 2024

Citation

Pun, J. K. H., Fu, X., & Cheung, K. K. C. (2024). Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: A critical review of literature. Studies in Science Education, 60(1), 121-152. https://doi.org/10.1080/03057267.2023.2188704

Keywords

  • Language challenges
  • Coping strategies
  • English medium instruction
  • Science education
  • Critical review

Fingerprint

Dive into the research topics of 'Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: A critical review of literature'. Together they form a unique fingerprint.