Teacher Preferences in Content and Language-focused Courses in Higher Education: The Case of Turkish EMI Students

Ali Karakaş


Turkish universities have adopted English as a means of instruction in teaching for quite some time now. Against such a linguistic transformation at universities, little research has been done on students’ teacher preferences in EMI settings although researching students’ teacher preferences has accumulated a bulk of literature in ESL/EFL research. Therefore, this study explores students' preferences for native and non-native English speaking teachers in content and language-focused courses. The data, gathered through questionnaires, indicate that most students do not make a specific preference for a particular group of teachers. Among the students showing a particular preference, more students were found to be geared towards native teachers to teach them content courses. The interview data, however, showed that many students overwhelmingly opted for non-native English teachers in content courses for various reasons, but with a marked preference for native English teachers in language-focused courses. The findings throw some light on the factors influencing students’ preferences towards a particular group of teachers, offering some implications for teacher recruitment and the taken-for-granted assumptions about native and non-native English teachers. 


English-medium instruction; teacher preferences; language courses; subject courses; native-English speaking teachers; non-native English speaking teachers.

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