Supporting students' academic language development in international branch campuses

Supporting students' academic language development in international branch campuses What this research was about and why it is important This study explored the beliefs and practices of content instructors teaching in English-medium, international branch campuses (IBCs) in terms of supporting students' academic language development. Previous studies have shown how content instructors, particularly in STEM fields, do not see teaching language as part of their role in the classroom and do not attach importance to it. However, students in IBC contexts often need more language support. I surveyed IBC content instructors from various disciplines regarding their beliefs about providing language support for students. I also observed instructors' classes and interviewed them. On the survey, STEM instructors showed less of disposition toward providing language support for students than liberal arts instructors did; however, both STEM and liberal arts instructors were observed providing language support in various ways in their classes. I propose that IBCs create multidisciplinary faculty learning communities on supporting students' academic language development.