Chinese Lecturers’ Pedagogical Position and Instructional Practice in EMI Teaching

Abstract

This Chapter reports the pedagogical alignment and instructional practices contributing to the Chinese lecturers’ EMI implementation as evidenced in this research data. It counters a predominance in the current literature highlighting EMI research on language with less concern on pedagogy. Evidence of the EMI lecturers’ actual classroom instructions and their pedagogical positions were collected and analyzed. Their instruction was identified as being on the continuum between expository and constructivist teaching, with more leaning towards an expository approach in their teaching. The data disclose that the reasons for this prevalence of expository teaching are based on the lecturers’ rational choice rather than any overall attribution to their educational culture. Perceiving undergraduate education as the foundational stage of tertiary education and their self-assessment of their role as the main knowledge resource contributed to their distinctive pedagogical view and instructional practices in EMI teaching.