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Viewing archives for English Medium Instruction

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.

Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.

The following courses are still open and accepting applications:

For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.

We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:

Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at pgce.admissions@education.ox.ac.uk.

We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:

Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.

Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.

The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.

The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.

Highlights include:

  • Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
  • Research, impact, engagement and knowledge exchange activities from across our three research themes
  • Teaching and learning achievements, from scholarship awards to alumni career destinations
  • A recap of our top news and events, including an infographic summarising our year in review

Download the report here.

The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.

This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country),  and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.

The event is open to the public and registration is required.

About the speakers

David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.

Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.

For more information email: emisymposium@gmail.com

ABOUT THE DEPARTMENT OF EDUCATION

In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.

To receive more event details from the Department of Education, join our mailing list.

Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK.

She obtained a BA from Sun Yat-sen University in China and masters from the University of Cambridge and the University of Sydney, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She was the winner of the Richard Pemberton Prize for the best postgraduate presentation at BAAL Annual Conference 2019.

Publications
  • Briggs Baffoe-Djan, J., & Zhou, S. (2020: in press). Close encounters of the third kind: quantity, type and quality of language contact during study abroad. In M. Howard (Ed.), Study Abroad and the Second Language Learner: Expectations, Experiences and Development. London: Bloomsbury.
  • Zhou, S. (2017). A longitudinal study of the English learning motivation of higher vocational students in Sino-foreign programs – A case study of Guangdong Industry Polytechnic. Journal of Educational Development, 613: 81-85.
  • Zhou, S. (2016). The implication of Dornyei’s motivation theory to the IELTS teaching for higher vocational college students. The Academic Journal of Guangdong Industry Polytechnic, 3: 49-52.
Conferences
  • Zhou, S. (2020). A longitudinal study of the phrasal verb development of study-abroad students for one academic year. Paper accepted at AAAL Annual Conference.
  • Zhou, S. (2020). Informal language contact and phrasal verb acquisition of study abroad students in the UK. Paper accepted by AILA World Congress, Groningen, Netherlands.
  • Zhou, S. (2019). The influence of informal language contact on the phrasal verb knowledge of international students. Paper presented at Second Language Research Forum, Lansing, US. 19-22 September.
  • Zhou, S. (2019). “You just picked it up.” The influence of informal language contact on the phrasal verb knowledge of international students in the UK. Paper presented at BAAL Annual Conference. Manchester, UK. 28-31 August.

Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.

Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.

Publications
  • Zhou, S. & Rose, H. (Forthcoming). English Medium Instruction in Mainland China: National trends, and institutional developments In J. McKinley & N. Galloway (Eds). English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
  • Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
  • Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
Conferences
  • Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
  • Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
  • Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
  • Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.

Times Higher Education

Letter: A reader responding to an article about the rise of English-language courses in academia mentioning research led by Ernesto Macaro (Professor Emeritus) about the views of university lecturers on English-taught courses internationally.

Read now.

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between te