Explanatory strategies in university courses taught in ELF

Abstract

Abstract In the last few years many universities have internationalised their courses by offering them in English. Very often the lecturers remain the local ones, who adopt English as a means of instruction although they are not native speakers of that language. In many cases the teaching of such courses is assigned to foreign lecturers, who are not chosen specifically for their language competence but rather according to their expertise in the subject they are supposed to be teaching. As they are taught in English, these courses attract many students from other countries. The result is a typical ELF situation in which most lecturers and students – although they are not native speakers of English – use this language as a common means of communication and instruction. The present paper examines communicative interactions taking place in such contexts. The data are taken from “international” courses on specialised disciplines offered by the University of Bergamo, recorded and transcribed according to the conventions adopted in the compilation of the ELFA Corpus (Mauranen et al. 2010). In particular, the first part of the paper examines the most common strategies employed by lecturers to explain the main specialised terms and technical concepts concerning the specific courses they are teaching, as well as those adopted to overcome the difficulties of comprehension experienced by their students. The second part of the paper takes into consideration the cooperative work carried out by both learners and teachers in the explanation/comprehension of specific topics in order to facilitate the achievement of the teaching/learning objectives of the courses.