Rethinking Academic English programmes for inquiry-based learning

Md Golam Jamil

    Research output: Chapter in Book/Report/Published conference proceedingChapterpeer-review


    The chapter contains the following four discussion areas. The naming and format of the sections are tentative. a) Why inquiry-based Academic English? Inquiry-based learning, an umbrella term, is synonymous to many expressions including Research Informed Teaching and problem-based learning. Contemporary higher education is widely inquiry-based where students learn through research, critical analysis and collaboration (Tong, Standen & Sotiriou, 2018). The learning is also linked to scholastic emancipation, employability, and social commitments. Academic English (AE) programmes prepare students to partake in higher education using English language. Here, English is not only a communication tool, but also an enabler of students’ engagement, exploration and critical thinking (Manalo & Sheppard, 2016). The section establishes the need for inquiry elements in AE pedagogies. b) Theoretical base The section is a critical discourse on learning theories led by constructivism (e.g., Vygotsky, 1962). The aspects of inquiry/exploration and foreign language acquisition as well as adult and collaborative learning features are also addressed (e.g., Brookfield, 1986). Additionally, it explains how behavioural, cognitive, and emotional engagement influence inquiry-based learning (e.g., Fredricks & McColskey, 2012). c) Empirical evidence from Bangladeshi universities The section reports findings of a mixed-methods research on three areas: (i) educational goals of traditional AE programmes in Bangladesh, (ii) driving factors that shape AE pedagogies in the context, and (iii) transferability of AE strategies to other subjects. The questions are explored through a document review, a learning experience survey with students (n = 150), and twelve semi-structured interviews with faculty members, in six Bangladeshi universities (public and private). d) Context-driven guiding principles The section provides two areas of guiding principles: (i) curriculum design, and (ii) pedagogical practice. Additionally, it discusses the good practice of assessment in inquiry-based AE programmes. References Brookfield, S. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. McGraw-Hill Education (UK). Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of research on student engagement (pp. 763-782). Springer, Boston, MA. Manalo, E., & Sheppard, C. (2016). How might language affect critical thinking performance?. Thinking Skills and Creativity, 21, 41-49. Tong, V. C., Standen, A., & Sotiriou, M. (Eds.). (2018). Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press. Vygotsky, L. S. (1962). Thought and Language. MIT Press, Massachusetts Institute of Technology and John Wiley and Sons.
    Original languageEnglish
    Title of host publicationELT in Bangladesh: Past, Present and Future
    Publication statusIn preparation - 2019

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