ABSTRACT
This chapter reports on 19 science teachers’ perceptions of their English medium instruction (EMI) teaching experiences in the observed science classrooms. This part of the analysis draws from two sets of data: the teachers’ questionnaire and two semi-structured interviews with each teacher before and after observation. The questionnaire asked the teachers to reflect on their teaching practices. Questionnaire items were designed to uncover teachers’ beliefs about science teaching in EMI contexts and, more importantly, elicit their views on language challenges and strategies for teaching science through English. The pre-observation interviews took around three minutes and covered the teaching objectives of each observed lesson. The post-observation interviews took 20–40 minutes. Teachers were first asked for their overall impression of the lessons, followed up by their views on using English to teach senior secondary science classes, the language challenges they faced, and the coping strategies they used. The results presented in this chapter address Research Question 4: what are teachers’ perceptions of EMI in science classrooms?
