engleski

(Micro)teaching through the medium of English: University content teachers’ practice and learning

In this study, we investigate 40 university teachers’ use of English for teaching purposes in a lifelong English language support programme. Specifically, using observation schedules, we analyse six aspects of language use for teaching in English: a) grammatical accuracy, b) fluency, c) pronunciation, d) use of transitions, e) presentation structure, and f) overall comprehensibility. Furthermore, by analysing the teachers’ written (self-)reflections on their recorded microteaching lessons in English, we examine what the teachers have learned by observing themselves. The findings identify the most frequent language errors, and show that the teachers tend to use transitions to enhance the clarity and comprehensibility of lectures. The teachers believe that the difficulties they encountered would be exacerbated in the English- medium classroom, and recognise that language support and language proficiency are important prerequisites for effective and spontaneous teaching in English.

English-medium instruction, language performance, self-reflection, language support programme

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