Towards a Model for Lecturing in a Second Language.

Abstract This paper presents a new model to account for lecturing in a second language. The lecturing in a second language (LSL) model is based on extensive ethnographic research conducted by myself and with colleagues over the past 10 years at a university in Hong Kong, and in particular of an ethnographic case study of engineering students [Miller, L. (2002). Academic lecturing and listening in a second language: an ethnographic case study. Unpublished doctoral dissertation, City University of Hong Kong, Hong Kong]. There are four main themes to the model: the multi-dimensional context of lecturers in a second language; lecturer intention and student interpretation; the negative cycle of expectation; and the establishment of communities of learners and practice. The paper ends with some implications generated from the LSL model for students, their lecturers and English for Academic Purposes (EAP) teachers.

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