The Journey of Teaching High School English in English: A Reflective Essay276

The decision to implement English as the medium of instruction (EMI) for high school English classes was met with both excitement and apprehension. As a language expert, I embarked on this pedagogical adventure with a profound sense of responsibility and a deep-seated belief in the transformative power of language.

Initial trepidations stemmed from concerns about students' language proficiency. Would they be able to comprehend the subject matter and express themselves effectively in English? Our fears were unfounded. With careful scaffolding and a gradual increase in language complexity, students not only adapted but flourished. Their vocabulary expanded, their grammar became more nuanced, and their ability to engage critically with texts grew exponentially.

Beyond linguistic gains, EMI fostered a holistic development in students. They became more confident and articulate in communicating their ideas. The absence of a shared first language broke down barriers and created a diverse and inclusive learning environment. Students from different cultural backgrounds shared their perspectives, and their classmates listened and engaged with respect.

However, the journey was not without its challenges. One significant obstacle was the lack of readily available teaching materials in English. This forced us to adapt and create our own resources, often drawing from authentic materials such as newspapers, articles, and literature. The result was a more authentic and engaging curriculum that exposed students to real-world language use.

Assessment presented another challenge. Traditional methods of testing, such as multiple-choice questions or essays in English, were not always appropriate. We had to devise alternative assessment strategies that measured both English proficiency and subject-matter knowledge. This led to the development of portfolios, oral presentations, and group projects, which allowed students to showcase their progress in both areas.

To ensure the success of EMI, ongoing professional development was crucial. We engaged in regular workshops and collaboration with other EMI teachers, sharing best practices and resources. This constant learning and support network proved invaluable.

Despite the challenges, the benefits of EMI far outweighed the difficulties. Students became more proficient in English, more confident in their abilities, and more globally minded. They developed a deeper appreciation for different cultures and perspectives, and they were better prepared for higher education and the globalized workforce.

In the end, the journey of teaching high school English in English was an enriching and transformative experience for both students and teachers. It taught us the importance of embracing challenges, adapting to change, and believing in the power of language to bridge divides and foster growth.

2024-10-29

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