Innovation in Language Learning

This study investigates the role of L1 in scaffolding learning at an EMI (English Medium Instruction) University. Although some research investigated the use of L1 to scaffold learning in EMI context in many non-Anglophone countries (Brown, 2017), however, little is known about the use of L1 to scaffold learning at the tertiary level in Bangladesh. Therefore, this research explores whether; Bangla is used as a scaffolding strategy to ensure the comprehensibility of lectures. 25 classrooms were observed online due to Covid restrictions and both audio- and video-recorded over a three-month period in 2021. To analyze classroom recordings, a conversation-analytic approach was taken to codeswitching (Bonacina and Gafaranga, 2011). To reveal instances of scaffolding in bilingual classroom interactions, sequential analysis was conducted. Namely, a teaching focused episode was identified to reveal the scaffolding pattern. Analysis of classroom recordings exhibited how this use of Bangla in English medium lectures was interactionally managed. Analysis of the interactional data revealed a recurrent interactional episode, referred to in the thesis as the ‘scaffolding episode’, within which Bangla is used for scaffolding purposes. In turn, a closer look revealed that, in the episode, lecture comprehension problems may be of two types, namely problems related to new concepts and problems to do with the designation in English. More concretely, three patterns of language choice were observed. From a theoretical perspective, this research specifies and adds detail to the often-stated claim that, in EMI contexts, L1 can be used as a scaffolding strategy. It shows that, in its function as a scaffolding strategy, L1 works either as an additional resource to usual scaffolding strategies found even in monolingual teaching situations or as a scaffold in its own right.

Keyword: Scaffolding, Sequential Analysis, English Medium Instruction 

REFERENCES

[1] Brown, H. (2017). English-Medium Instruction in Japanese Universities: History and Perspectives, Language Teaching In a Global Age, 17-20. Online; https://www.researchgate.net/publication/327012221_English-        Medium_Instruction_in_Japanese_Universities_History_and_Perspectives

[2] Bonacina, Florence, and Joseph Gafaranga. 2011. “‘Medium of Instruction’ vs. ‘Medium of Classroom Interaction’: Language Choice in a French Complementary School Classroom in Scotland.” International Journal of Bilingual Education and Bilingualism 14 (3): 319–334.         https://doi.org/10.1080/13670050.2010.502222.