Exploring the literacy demands and coping strategies of science students in EMI classrooms: A case study of teachers and students in Hong Kong classrooms

Teaching science through English is a growing phenomenon around the world. In this presentation, I will discuss the latest research into EMI instructions around the globe and the challenges that teachers and students face when learning science through English in many cultural contexts. In particular, I will report a study in Hong Kong which explores the teaching and learning process in EMI science classrooms (Physics, Chemistry, Biology). Drawing the multiple sources of data from semi-structured interviews, questionnaires and 34 hours video-recorded classroom observations of 19 teachers and 545 students, the analysis explored the patterns of classroom interactions (turn-taking, ratio of talk, language choices, question types) in local secondary schools. The teachers and students' perceptions on EMI teaching and learning process including their views on EMI, choices of classroom language, the language challenges, coping strategies will also be investigated. By providing an evidence-based, detailed analysis of authentic classroom interactions, this research hopefully sheds light on ways for improving the quality of instructional practices in different EMI classrooms worldwide.