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Transitioning between ‘Outside’ and ‘Inside’ Knowledge in an Online University EMI Chemistry Course
Applied Linguistics ( IF 4.155 ) Pub Date : 2022-12-01 , DOI: 10.1093/applin/amac068
Merve Bozbiyik, Tom Morton

Recent studies in applied linguistics research have focused on how teachers draw on ‘outside’ knowledge relating to students’ everyday life for the purpose of teaching subject matter content. This study focuses on such practices in the context of English-medium instruction (EMI) higher education in an online undergraduate chemistry module. Adopting an interdisciplinary perspective, the study combines multimodal Conversation Analysis (CA) and the Autonomy dimension of Legitimation Code Theory (LCT) to examine how one lecturer shifts between ‘inside’ knowledge of chemistry and ‘outside’ knowledge for a range of different purposes. Multimodal CA is used to carry out micro-analyses of epistemics and identity-related positioning in interaction, while LCT ‘autonomy codes’ are used to trace knowledge-building trajectories in which knowledge is positioned inside or outside the target topic and is used for different purposes. The analyses highlight how the lecturer skilfully deployed a range of semiotic resources in transitioning between ‘inside’ and ‘outside’ knowledge, and how these resources were leveraged for the building of disciplinary knowledge. Implications of this interdisciplinary approach for research and practice in university EMI contexts are discussed.

中文翻译:

在线大学 EMI 化学课程中“外部”和“内部”知识之间的过渡

最近的应用语言学研究集中在教师如何利用与学生日常生活相关的“外部”知识来教授主题内容。本研究重点关注在线本科化学模块中英语授课 (EMI) 高等教育背景下的此类实践。采用跨学科的视角,该研究结合了多模态对话分析 (CA) 和合法代码理论 (LCT) 的自主维度,以研究一位讲师如何在化学的“内部”知识和“外部”知识之间转换,以达到一系列不同的目的。多模态 CA 用于对交互中的认知和身份相关定位进行微观分析,而 LCT“自治代码”用于跟踪知识构建轨迹,其中知识位于目标主题内部或外部,并用于不同目的。这些分析突出了讲师如何巧妙地部署一系列符号学资源以在“内部”和“外部”知识之间转换,以及如何利用这些资源来构建学科知识。讨论了这种跨学科方法对大学 EMI 环境中研究和实践的影响。
更新日期:2022-12-01
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