شبكة المعلومات العربية التربوية

Considerable attempts are made to address internationalization at the tertiary level from different perspectives. However, there is still a need to know in what way(s) university teachers can achieve academic quality and equality in their (international) teaching contexts. This paper aims to explore how both technologies and English interactively work in a multilingual cultural setting to create an effectively constructive teaching learning environment. It is part of an ongoing large research project on examining language and content teachers’ beliefs on Englishisation in their international higher education institution (IHEI). It addresses the following concerns: what role English has in internationalizing higher education, what level of English is required on the part of the learner to digest content knowledge and how it is possible for content lecturer to pedagogically manipulate technologies to transform knowledge effectively. Qualitative data was collected from engineering discipline via a semi structured interview and classroom observation. Qualitative content analysis and discourse analysis were chosen to analyze the data set via the use of NVivo 10 software. Further to the participant’s positive approach to the currently global role of English in internationalizing education, the use of Panopto was given considerable value in transforming content knowledge for students of diverse linguacultural backgrounds. (Published abstract)