David C. S. Li (李楚成 教授)
Professor and Head
Department of Chinese and Bilingual Studies
The Hong Kong Polytechnic University
— Multilingual Hong Kong: Languages, Literacies and Identities. (1/2017). Springer.
— Chinese-English contrastive grammar: An introduction. (7/2017, with Z.P.S. Luk). HKU Press.
- PhD in Linguistics, University of Cologne, Germany. 德國科隆大學 語言學博士
- M.A. in Linguistics, Université de Franche-Comté, France. 法國貝桑松大學 應用語言學碩士
- B.A. in English, Chinese University of Hong Kong, Hong Kong. 香港中文大學 英語文學學士
Topic: Chinese-L1 lecturers lecturing in English: Context, challenge, and coping strategies
The international higher education landscape in the 21st century is characterized by increasing student mobility worldwide. One consequence is that English is more and more widely used as a link language, facilitating communication between students coming from different first-language backgrounds. Such a trend has also led to the spread of English-medium courses offered by universities where English is either a second language (ESL) or foreign language (EFL) for local students. Like many other universities beyond the traditional English-L1 countries (Australia, Canada, New Zealand, UK, USA, but also the Irish Republic), Chinese lecturers at different universities in Chinese-speaking world are increasingly under pressure to offer at least some of the courses in English. Given the marked contrastive differences between Chinese (Mandarin and other varieties like Cantonese) and English at various linguistic levels, lecturing in English presents a big challenge for Chinese-L1 lecturers who acquired English under ESL/EFL conditions. In this presentation, I will first outline the background to international student mobility and the spread of EMI (English as a medium of instruction) teaching at different ESL/EFL localities. I will then illustrate commonplace contrastive differences between Mandarin Chinese and English at the phonological, lexico-grammatical and socio-pragmatic levels. This will set the scene for examining the phonological, linguistic and discourse-pragmatic challenge for Chinese-L1 lecturers engaged in EMI teaching and learning. The talk will end by exemplifying a few useful coping strategies derived from EAP (English for Academic Purposes) and ESP (English for Specific Purposes) research, with a view to helping Chinese-L1 lecturers to mitigate the adverse influence of teaching in a foreign or alien tongue.