Universität Wien

128141 FS FS Research Seminar I / II (2023W)

Narrative inquiry and English-medium higher education

10.00 ECTS (2.00 SWS), SPL 12 - Anglistik
Prüfungsimmanente Lehrveranstaltung

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 25 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

This course will take place on-site, starting on Oct. 9.
Please, note that we won't have a meeting on Oct. 23.

Montag 09.10. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 16.10. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 23.10. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 30.10. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 06.11. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 13.11. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 20.11. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 27.11. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 04.12. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 11.12. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 08.01. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 15.01. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 22.01. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Montag 29.01. 14:15 - 15:45 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

Aims of course:
• gain knowledge about research into English-medium education in multilingual university settings (EMEMUS)
• gain familiarity with narrative inquiry as a methodology for applied linguistics research
• use narrative inquiry to gain multi-layered insights into participants’ perspectives in an English-medium education context

Description:
Over the last two decades universities in non-anglophone countries have increasingly offered study programs partially or fully in English in a strive to become more international and attract local and international students. With this increasing internationalization of higher education institutions (HEI), stakeholders’ perceptions and evaluations of English-medium education in multilingual university settings (EMEMUS) have become a central research concern in applied linguistics. Narrative inquiry, a qualitative methodology that uses narratives, or stories, as means for gaining insights into participants’ experiences, lends itself for research into stakeholders’ experiences and trajectories in EMEMUS contexts. Questions that arise include, for example: What are the experiences of stakeholder groups, such as lecturers, students, administrative staff, with EMEMUS? How do content lecturers cope with switching to teaching their subjects in an L2 (often without prior training)? How do students cope with developing the relevant literacy skills to successfully complete their studies in an L2? What (language) support do content teachers provide and which support do students need? In which ways do students and lecturers draw on their linguistic repertoires for studying in English? How do students cope with the transition from L1 high school education to L2 university studies and/ or from university to their workplaces? What are administrative staff’s challenges with the introduction of English-medium education and catering for international students?

It is questions like these that we will be looking at in this course, both from a literature-based and an empirical narrative inquiry perspective. In the course of the semester, we will read up on and discuss important aspects of EMEMUS and learn more about narrative inquiry and how to use this qualitative methodology for applied linguistics research. In groups, students will conduct a small-scale empirical research project using narrative inquiry to gain insights into stakeholders’ perspectives in an EMEMUS context. Furthermore, the groups will share their insights from their literature research and their findings in two presentations and hand in their work as written project report at the end of the semester.

Art der Leistungskontrolle und erlaubte Hilfsmittel

Course evaluation is based on:
I. assignments, project updates and class participation (max. 10 points)
II. data collection & narrative writing (max. 10 points)
III. project presentation 1: literature review (max. 15 points)
IV. project presentation 2: findings (max. 15 points)
V. project report (max. 50 points)

Mindestanforderungen und Beurteilungsmaßstab

Minimum requirements [dropping out of course is possible until October 31]:
(a) regular class attendance (max. 2 absences)
(b) submitting all assignments (on time)
(c) active engagement in class readings and discussions and project work
(d) attaining at least 50% on each of the parts (see above)

Final grades & points achieved:
0–59.9 = 5; 60–69.9 = 4; 70–79.9 = 3; 80–89.9 = 2; 90–100 = 1

Prüfungsstoff

Readings, classroom discussions and exercises, research project (proposal, presentations and final report)

Literatur

Barkhuizen, G. (2022). Ten Tricky Questions about Narrative Inquiry in Language Teaching and Learning Research: And What the Answers Mean for Qualitative and Quantitative Research. LEARN Journal: Languge Education and Acquisition Research Network(15(2)), 1–19.
Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Learning Research. Routledge. https://doi.org/10.4324/9780203124994
Barkhuizen, G. (2011). Narrative Knowledging in TESOL. TESOL Quarterly, 45(3), 391–414. https://doi.org/10.5054/tq.2011.261888
Benson, P. (2014). Narrative Inquiry in Applied Linguistics Research. Annual Review of Applied Linguistics, 34, 154–170. https://doi.org/10.1017/S0267190514000099
Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan.
Lasagabaster, D. (2022). English-medium instruction in higher education. Cambridge elements. Cambridge University Press. https://doi.org/10.1017/9781108903493
Richards, J. C., & Pun, J. K.-H. (2022). Teaching and learning in English medium instruction: An introduction. Routledge.
Smit, U. (2023). English-medium instruction (EMI). ELT Journal, Article ccad018. Advance online publication. https://doi.org/10.1093/elt/ccad018
Smit, U., & Dafouz, E. (Eds.). (2023). Researching English-Medium Higher Education: diverse applications and critical evaluations of the ROAD-MAPPING framework. Routledge. https://doi.org/10.4324/9781003193852


Zuordnung im Vorlesungsverzeichnis

Studium: MA 812 (2)
Code/Modul: M04 FS. M05
Lehrinhalt: 12-8143

Letzte Änderung: Mo 02.10.2023 13:47