1,530
Views
14
CrossRef citations to date
0
Altmetric
Original Articles

Supporting English-medium pedagogy through an online corpus of science and engineering lectures

ORCID Icon, , &
Pages 293-303 | Received 22 May 2014, Accepted 13 Apr 2015, Published online: 22 Jun 2015

References

  • Airey, J., and C. Linder. 2008. “Bilingual Scientific Literacy? The Use of English in Swedish University Science Courses.” Nordic Journal of English Studies 7: 145–161.
  • Airey, J., and C. Linder. 2009. “A Disciplinary Discourse Perspective on University Science Learning: Achieving Fluency in A Critical Constellation of Modes.” Journal of Research in Science Teaching 46 (1): 27–49. doi: 10.1002/tea.20265
  • Ball, P., and D. Lindsay. 2013. “Language Demands and Support for English-Medium Instruction in Tertiary Education. Learning from a Specific Context.” In English-medium Instruction at Universities, edited by A. Doiz, D. Lasagabaster, and J.M. Sierra, 44–61. Bristol: Multilingual Matters.
  • Bologna Process. 2010. The Bologna Process Independent Assessment. The first decade of working on the European Higher Education Area. Volume 2, Case studies and appendices. Accessed June 22, 2011. http://www.ond.vlaanderen.be/hogeronderwijs/bologna/2010_conference/documents/
  • Christie, F. 2002. Classroom Discourse Analysis: A Functional Perspective. Open Linguistics Series, R. Fawcett (ed.). London: Continuum.
  • Coleman, J. 2006. “English-medium Teaching in European Higher Education.” Language Teaching 39(1): 1–14. doi: 10.1017/S026144480600320X
  • Deroey, K. L. B. 2012. “What They Highlight is … ”: The Discourse Functions of Basic Wh-clefts in Lectures.” Journal of English for Academic Purposes 11 (2): 112–124. doi: 10.1016/j.jeap.2011.10.002
  • Doiz, A., D. Lasagabaster, and J. M. Sierra, eds. 2013. English-medium Instruction at Universities. Introduction. Bristol: Multilingual Matters.
  • Evans, S., and B. Morrison. 2011. “The Student Experience of English-Medium Higher Education in Hong Kong.” Language and Education 25 (2): 147–162. doi: 10.1080/09500782.2011.553287
  • Gross, A. 1990. The Rhetoric of Science. Cambridge: Harvard University Press.
  • Heywood, D., and J. Parker. 2010. The Pedagogy of Physical Science. Dordrecht: Springer Science.
  • Klaassen, R. G., and E. De Graaff. 2001. “Facing Innovation: Preparing Lectures for English-Medium Instruction in a Non-native Context.” European Journal of Engineering Education 26 (3): 281–289. doi: 10.1080/03043790110054409
  • Kress, G., T. Charalampos, C. Jewitt, and J. Ogborn. 2001. Multimodal Teaching and Learning. New York: Continuum.
  • Kunioshi, N., J. Noguchi, K. Tojo, and H. Hayashi. 2012. “OnCAL, the Online Corpus of Academic Lectures, an English Language Support System for University Science and Engineering Instructors.” In International Session & AEESEAP Workshop 2012 Proceedings, Annual Conference of Japanese Society for Engineering Education, 70–75.
  • Kunioshi, N., J. Noguchi, K. Tojo, and H. Hayashi. 2013. “Language Support for Teachers and Students in Engineering via a Lecture Corpus Interface.” In Proceedings of the 19th European Symposium on Languages for Special Purposes, 380–385.
  • Kunioshi, N., J. Noguchi, K. Tojo, and H. Hayashi. 2014. “Identifying Pedagogical Functions in University Science and Engineering Lectures.” Presented at New Perspectives in Science Education 2014, http://conference.pixel-online.net/NPSE/files/npse/ed0003/FP/0194-SSE162-FP-NPSE3.pdf
  • Lemke, J. L. 1990. Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex.
  • Lemke, J. L. 2004. “The Literacies of Science.” In Crossing Borders in Literacy and Science Instruction, edited by E.W.  Saul, 33–47. Arlington: National Science Teachers Association Press.
  • Llinares, A., T. Morton, and R. Whittaker. 2012. The Roles of Language in CLIL. Cambridge: Cambridge University Press.
  • Marton, F., U. Runesson, and A. B. M. Tsui. 2004. “The Space of Learning.” In Classroom Discourse and the Space of Learning, edited by F. Marton and A.B.M. Tsui, 3–40. New Jersey: Lawrence Erlbaum.
  • Mortimer, E. F., and P. H. Scott. 2003. Meaning-making in Secondary Science Classrooms. Buckingham: Open University Press.
  • Noguchi, J. 2006. The Science Review Article: An Opportune Genre in the Construction of Science. Bern: Peter Lang.
  • Ogborn, J., G. Kress, I. Martins, and K. McGillicuddy. 1996. Explaining Science in the Classroom. Buckingham: Open University Press.
  • Reiner, M., and J. Gilbert. 2000. “Epistemological Resources for Thought Experimentation in Science Learning.” International Journal of Science Education 22 (5): 489–506. doi: 10.1080/095006900289741
  • Roth, W.-M. 2004. “Gestures: The Leading Edge in Literacy Development.” In Crossing Borders in Literacy and Science Instruction, edited by E.W. Saul, 48–67. Arlington: National Science Teachers Association Press.
  • Scott, P. H., E. F. Mortimer, and J. Ametller. 2011. “Pedagogical Link-Making: A Fundamental Aspect of Teaching and Learning Scientific Conceptual Knowledge.” Studies in Science Education 47 (1): 3–36. doi: 10.1080/03057267.2011.549619
  • Seah, L. H., J. D. Clarke, and C. E. Hart. 2014. “Understanding the Language Demands on Science Students From an Integrated Science and Language Perspective.” International Journal of Science Education 36 (6): 952–973. doi: 10.1080/09500693.2013.832003
  • Stephens, A. L., and J. J. Clement. 2012. “The Role of Thought Experiments in Science and Science Learning.” In Second International Handbook of Science Education, edited by B. J. Fraser, K. G. Tobin, and C. J. McRobbie, 157–175. Dordrecht: Springer.
  • Tan, M., and O. S. Lan. 2011. “Teaching Mathematics and Science in English in Malaysian Classrooms: The Impact of Teacher Beliefs on Classroom Practices and Student Learning.” Journal of English for Academic Purposes 10 (1): 5–18. doi: 10.1016/j.jeap.2010.11.001
  • Thøgersen, J., and J. Airey. 2011. “Lecturing Undergraduate Science in Danish and in English: A Comparison of Speaking Rate and Rhetorical Style.” English for Specific Purposes 30 (3): 209–221. doi: 10.1016/j.esp.2011.01.002
  • Thompson, S. E. 2003. “Text-structuring Metadiscourse, Intonation and the Signalling of Organisation in Academic Lectures.” Journal of English for Academic Purposes 2 (1): 5–20. doi: 10.1016/S1475-1585(02)00036-X
  • Tsui, A. B. M. 2004. “The Semantic Enrichment of the Space of Learning.” In Classroom Discourse and the Space of Learning, edited by F. Marton and A.B.M. Tsui, 139–164. New Jersey: Lawrence Erlbaum.
  • Tsui, A. B. M., F. Marton, I. A. C. Mok, and D. F. P. Ng. 2004. “Questions and the Space of Learning.” In Classroom Discourse and the Space of Learning, edited by F. Marton and A.B.M. Tsui, 113–137. New Jersey: Lawrence Erlbaum.
  • Wächter, B., and F. Maiworm. 2008. English-taught Programmes in European Higher Education. Bonn: Lemmens.
  • Wellington, J., and J. Osborn. 2001. Language and Literacy in Science Education. Philadelphia: Open University Press.
  • Wilbers, J., and R. Duit. 2006. “Post-festum and Heuristic Analogies.” In Metaphor and Analogy in Science Education, edited by P.J. Aubusson, A.G. Harrison, and S.M. Ritchie, 37–49. Dordrecht: Springer.
  • Yore, L. D. 2004. “Why do Future Scientists Need to Study the Language Arts?” In Crossing Borders in Literacy and Science Instruction, edited by E.W. Saul, 71–94. Arlington: National Science Teachers Association Press.