The Role Of English And Technology In Transforming Content Knowledge In A Multilingual University Context
| المصدر: | مجلة القادسية في الآداب والعلوم التربوية |
|---|---|
| الناشر: | جامعة القادسية - كلية التربية |
| المؤلف الرئيسي: | Alhasnawi, Sami B. (Author) |
| المجلد/العدد: | مج18, ع4 |
| محكمة: | نعم |
| الدولة: |
العراق |
| التاريخ الميلادي: |
2018
|
| الصفحات: | 1 - 21 |
| ISSN: |
1992-1144 |
| رقم MD: | 953780 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Internationalisation | Teacher Education | Englishisation | Panopto
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
Considerable attempts are made to address internationalisation at the tertiary level from different perspectives. However, there is still a need to know in what way(s) university teachers can achieve academic quality and equality in their (international) teaching contexts. This paper aims to explore how both technologies and English interactively work in a multi-linguacultural setting to create an effectively constructive teaching-learning environment. It is part of an ongoing large research project on examining language and content teachers’ beliefs on English isation in their international higher education institution (IHEI). It addresses the following concerns: what role English has in internationalising higher education, what level of English is required on the part of the learner to digest content knowledge and how it is possible for content lecturer to pedagogically manipulate technologies to transform knowledge effectively. Qualitative data was collected from engineering discipline via a semi-structured interview and classroom observation. Qualitative content analysis and discourse analysis were chosen to analyses the data set via the use of NVivo 10 software. Further to the participant’s positive approach to the currently global role of English in internationalising education, the use of Panopto was given considerable value in transforming content knowledge for students of diverse linguacultural backgrounds. |
|---|---|
| ISSN: |
1992-1144 |
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