Analyzing EMI Medical Classroom Discourse to Identify Language Strategies for Teachers: an Application of the ‘English-for-Teaching' Framework

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Published: Jan 31, 2025
DOI: https://doi.org/10.70730/ZYPR1370
Keywords:
English-for-Teaching classroom language use EMI medical classroom classroom routine classroom discourse analysis

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Teaka Sowaprux
English as an International Language, Chulalongkorn University, Thailand
Jirada Wudthayagorn
Language Institute, Chulalongkorn University, Thailand
Thanakorn Jirasevijinda
Weill Cornell Medical College, Cornell University, United States

Abstract

Conceptualizing how EMI teachers use language in multilingual university settings remains a challenge. While previous studies have explored the language challenges faced by EMI science teachers, few have operationalized ‘classroom routines’ for understanding classroom language use. This feasibility study applies Freeman et al.'s (2015) ‘English-for-Teaching’ framework to a graduate-level EMI medical training program in Thailand, the first of its kind, designed to prepare students for residency in Thailand and BANA (Britain, Australasia, and North America) countries. Findings suggest that the EMI medical teachers under study heavily relied on their lesson content, with opportunities for teachers to situate student learning more through language strategies in assessments and feedback to enhance student understanding and engagement. The study highlights the importance of EMI medical teachers preparing language strategies for higher-order communication tasks, such as when using metaphors or analogies. Overall, the ‘English-for-Teaching’ framework can allow EMI medical teachers to reflect on the language strategies they employ to achieve their teaching goals by focusing on producing comprehensible input rather than on being measured by native-speaker standards.

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How to Cite
Sowaprux, T., Wudthayagorn, J., & Jirasevijinda, T. (2025). Analyzing EMI Medical Classroom Discourse to Identify Language Strategies for Teachers: an Application of the ‘English-for-Teaching’ Framework. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 914–938. https://doi.org/10.70730/ZYPR1370
Issue
Vol. 18 No. 1 (2025): LEARN Journal (January - June)
Section
Research Articles
Author Biographies

Teaka Sowaprux, English as an International Language, Chulalongkorn University, Thailand

A PhD. candidate in the English as an International Language Program and recipient of the Second Century Fund (C2F) at Chulalongkorn University. He studied Sociology (M.A.) and International Relations (B.A.) at Stanford University. His research interests lie in language assessment, critical theory, and qualitative research. (ORCID ID: https://orcid.org/0000-0003-0361-123X).

Jirada Wudthayagorn, Language Institute, Chulalongkorn University, Thailand

An associate Professor, a Director of Chulalongkorn University Language Institute (CULI), and the President of the Asian Association of Language Assessment (AALA). Her research interests lie in language assessment, language policy, and quantitative research. (ORCID ID: https://orcid.org/0000-0001-5992-1996).

Thanakorn Jirasevijinda, Weill Cornell Medical College, Cornell University, United States

A professor of Pediatrics and Director of Pediatric Undergraduate Medical Education at Weill Cornell Medical College, New York, USA. He works as an Education Consultant and serves on the International Advisory Board for the Faculty of Medicine at Chulalongkorn University’s International Program. He is the Editor Emeritus (Editor-Emeritus) and Section Editor for Patient Voice, Journal of Communication in Healthcare. (ORCID ID: https://orcid.org/0000-0001-6694-0685).

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