Akademik Veri Yönetim Sistemi
The 6th English-Medium Instruction Symposium, Oxford, İngiltere, 3 - 04 Temmuz 2025, ss.58-59, (Özet Bildiri)
Fostering interaction and creating opportunities for student involvement in English-medium instruction (EMI) environments echo across recent studies into EMI higher education institutions (HEI) (e.g., Sahan et al., 2021). While previous EMI research has largely addressed classical classroom settings, this study explores active learning environments (ALE), known for their student-fronted and interactional nature. Using multimodal conversation analysis, we examine 55 hours of video data to see how instructors, students, and other participants use the conversational space across various task-based instructional contexts; including design studio, sports hall, jury, fieldwork, laboratory, and science fair in a leading EMI HEI in Turkiye. Findings indicate that EMI ALEs foster interaction through complex power dynamics where the instructor’s authority is shared among co-instructors, guests, assistants, and also students; highlighting the significance of active learning processes in shaping participation frameworks. The analysis also reveals the different multimodal resources instructors use to establish, maintain, and distribute authority, particularly regarding language use, disciplinary knowledge, and task management. By situating these interactions within broader institutional and professional discourses, the study contributes to an emerging understanding of how EMI classrooms function as sites of linguistic and disciplinary socialization. The implications concerning EMI as an internationalisation policy and EMI as a pedagogy are discussed.