Form and Function of Teachers’ Questions in EMI Contexts

Comparing Practices Across European Countries

Bibliographic Data

ID21838674
AuthorsStefania Cicillini (0000-0001-8366-5371, University of Turin), Nesrine Triki (0000-0001-9373-5521, University of Turin)
Year2025
Volume16
Issue7
Pages103
Publication date2025-01-21
Open AccessYes
TypeARTICLE
VenueInternational Journal of Linguistics (JOURNAL)
Journal identifiersISSN: 1948-5425 • E-ISSN: 1948-5425
PublisherMacrothink Institute, Inc. (PUBLISHER)
DOI10.5296/ijl.v16i7.22567
OpenAlexW4406688963
LanguageEN
References cited12

Previous literature on engagement strategies in the classroom, especially in EMI contexts, has evidenced that lecturer questions play a vital role in establishing teacher-student interaction, checking and scaffolding comprehension, and supporting students’ learning progress (e.g., Costa & Mariotti, 2023; Dafouz-Milne & Sánchez-García, 2013). While the effect of different disciplines on the nature of teacher questions is still controversial, no studies have looked at the probable impact of teachers’ cultural academic background related to the country of origin. Drawing on a corpus of 30 EMI lectures from five European countries (Croatia, Denmark, Italy, Spain, and the Netherlands), this study analyzes and compares the use of questions as an engagement strategy and offers insights into teacher discourse. The overall results indicate that teachers in different cultural academic contexts use questions with different frequencies and select different question forms to serve particular functions. The study may have pedagogical implications, especially for teacher education programs

Electromagnetic interference · EMI · Political science · Telecommunications · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching

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