ABSTRACT
This chapter illustrates students’ reflections on English medium instruction (EMI) in general, and the language challenges that are faced by students with different levels of English abilities in EMI science classrooms. Specifically, this chapter demonstrates students’ views on the perceived usefulness and frequency of their use of coping strategies, self-concept in science learning, and belief in science classrooms. This is in response to a recent call for more empirical studies on the pre-tertiary EMI context and on students’ learning experiences from their own perspectives to stay in tune with the growing popularity of EMI with younger Asian students.
By revealing students’ perceptions of learning science through EMI, this chapter stresses the importance of schools adopting appropriate coping strategies according to their students’ individual language needs so as to facilitate their learning in science classrooms. To answer the question of ‘what are the students’ perceptions of learning science through EMI?’, I report on the 545 students’ survey results in the early–full and late–partial EMI schools, as well as draw comparisons between Grades 10 and 11 students in each school type.
