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SUMMARY:EMI in Francophone Cameroon: What can we learn from victims of Eng
 lish? - Dr. Harry Kuchah Kuchah\, University of Leeds
DTSTART:20181119T170000Z
DTEND:20181119T183000Z
UID:TALK112987@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:While there is a growing body of literature about the policy a
 nd practice implications of EMI in multilingual sub-Saharan Africa\, there
  has been very little research\, if any\, on how primary school children i
 n these contexts experience and navigate the curriculum in English. Studie
 s which have examined the phenomenon of EMI in multilingual contexts in Af
 rica have mainly addressed curricular and pedagogical issues faced by educ
 ational systems in former British colonies or the so-called Anglophone cou
 ntries. Where these studies address issues related to equitable and qualit
 y learning\, they tend to focus on adult conceptions of learning and do no
 t take into consideration children’s own experiences\, understandings an
 d views of what is appropriate for their learning. In this presentation\, 
 I share insights from a recently completed ELTRA research project which ma
 de use of classroom observations\, art-based group and individual intervie
 ws as well as recordings of pupil interactions in un-supervised tasks\, to
  investigate how multilingual ‘Francophone’ children in Cameroon draw 
 on their existing resources and linguistic strategies to access and unders
 tand the EMI curriculum. The findings of this study suggest that investiga
 ting children’s lived experiences of learning can add new knowledge and 
 understanding to current debates on EMI and provide insights into learning
  processes that might inform (language) policy\, pedagogy and practice as 
 EMI spreads across other multilingual contexts.\n\nBiodata\nHarry Kuchah K
 uchah is Lecturer in Language Education at the University of Leeds\, UK. H
 e has been involved in English language education for 20 years\, serving a
 s English language teacher\, teacher trainer\, coursebook writer and polic
 y maker with the Ministry of Education in his home country\, Cameroon. Har
 ry has also been involved in a range of teacher education and materials de
 velopment initiatives in sub-Saharan Africa\, South East Asia and Europe. 
 More recently\, he has served as a consultant with the Council of Europe\,
  in Albania and with UNICEF and ELT Consultants in South Sudan. He is one 
 of TESOL International Association’s ‘30 upcoming leaders’ in ELT an
 d Vice President of IATEFL. Harry’s research and publications are in the
  areas of teaching English to young learners\, English Medium Instruction\
 , context-appropriate methodology and language teacher education. His co-e
 dited book (with Fauzia Shamim)\, International Perspectives on Teaching E
 nglish in Difficult Circumstances was published by Palgrave Macmillan in M
 arch this year.\n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, Ro
 om 1S3
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