Abstract

At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

中文翻译：

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英中工程教室中的ELF交互

摘要

在许多大学中，英语是老师和学生之间的通用语言（ELF），而英语不是他们的母语。尽管英语教学法（EMI）的普及，对EMI教室中师生互动性质的实证研究仍然有限。这项研究考察了土耳其一所大学在EMI工程课程中使用ELF的方法，以探索教师和学生如何在课堂互动中使用代码转换作为交流策略。使用定性方法收集和分析数据。从三位讲师那里收集了近14个小时的课堂观察数据，并根据课堂互动和语言使用方式进行了分析。研究结果表明，在课堂互动中，教师和学生将交流效率置于遵守单语，NS准则的优先位置。