The role of English and technology in transforming content knowledge in a multilingual university context

Abstract EN

tract : Considerable attempts are made to address internationalisation at the tertiary level from different perspectives.

However, there is still a need to know in what way(s) university teachers can achieve academic quality and equality in their (international) teaching contexts.

This paper aims to explore how both technologies and English interactively work in a multilinguacultural setting to create an effectively constructive teachinglearning environment.

It is part of an ongoing large research project on examining language and content teachers’ beliefs on Englishisation in their international higher education institution (IHEI).

It addresses the following concerns: what role English has in internationalising higher education, what level of English is required on the part of the learner to digest content knowledge and how it is possible for content lecturer to pedagogically manipulate technologies to transform knowledge effectively.

Qualitative data was collected from engineering discipline via a semistructured interview and classroom observation.

Qualitative content analysis and discourse analysis were chosen to analyse the data set via the use of NVivo 10 software.

Further to the participant’s positive approach to the currently global role of English in internationalising education, the use of Panopto was given considerable value in transforming content knowledge for students of diverse linguacultural backgrounds.