INCLUSIVITY IN AN EMI ENVIRONMENT
In today's diverse academic landscape, content course professors at English medium universities face the rewarding challenge of fostering an inclusive learning environment for non-native English learners. Acknowledging the unique characteristics, cultural differences, and diverse language backgrounds of these students is paramount to creating a supportive and enriching educational experience.
This section explores the key areas faculty instructors might encounter in their content courses.
- Language Barriers and Non-Native English Learners:
Non-native English learners come from various linguistic, cultural, and educational backgrounds. They may have different language proficiencies, prior academic experiences, and exposure to English. Some students may have received formal English education, while others may have learned it primarily through immersion or self-study.
- Impact of First Language Influence:
The influence of students' first language on their English language learning and academic performance can be significant. Language transfer, where structures and patterns from the first language are applied to English, may affect many aspects of language use. This influence can both positively and negatively impact students' language development. It can help them grasp certain concepts more easily, but it may also lead to errors in grammar, syntax, or word choice.
- Cultural Norms and Communication:
Cultural norms can affect communication styles in the classroom. Some students from certain cultures may be more reserved and hesitant to participate actively, while others may be more vocal and assertive. This can lead to variations in-class participation and engagement. Non-native English learners may have experienced different educational systems, which can impact their learning approach and familiarity with certain subjects. Some students may come from cultures that emphasize rote learning, while others may have a more inquiry-based learning background. Some students may come from cultures where questioning authority figures is uncommon, leading to a reluctance to ask questions or seek clarification.
In other words, your learners may be unable to carry out a task not because they lack content knowledge in the area, but because of other factors. By embracing diversity and cultural awareness and using pedagogical methods and strategies such as setting clear expectations, differentiating instruction, and creating an inclusive classroom environment and culture, educators can pave the way for a successful journey of language development and academic achievement for all students.