Abstract
In order to enhance global competitiveness, English Medium Instruction has been prioritized as a crucial means for internationalising higher education in Taiwan. This chapter addresses the questions encompassing how to implement metacognitive training and scaffolding English Medium Instruction (EMI) in universities of non-English speaking areas. We illustrate how theoretical concepts concerning metacognition, zone of proximal development, scaffolding and L1/L2 transfer can be drawn upon to inform EMI. Metacognitively aware EMI teachers, capable of creatively employing scaffolding, can combine their disciplinary knowledge with the use of English for discipline based education. This requires a commitment to transfer disciplinmy as well as linguistic knowledge (of English and Chinese) to students for the sake of having them use English to acquire disciplinary knowledge. This chapter provides advice on designing and delivering metacognitive and scaffolding tasks in EMI to enhance students' learning across various disciplines. In doing so, it establishes a framework for conducting EM! in higher education in post-monolingual countries/areas expands the interpretation of EMI and suggests ways academics might deploy to inspire their students' metacognitive and scaffolding capabilities.
| Original language | English |
|---|---|
| Title of host publication | Research Perspectives on English Medium Instruction in the Globalized Higher Education |
| Editors | Da-Fu Huang, Chiung-jung Tseng, Michael Singh |
| Place of Publication | Taiwan |
| Publisher | Southern Taiwan University of Science and Technology |
| Pages | 71-97 |
| Number of pages | 27 |
| ISBN (Print) | 9789866975790 |
| Publication status | Published - 2013 |