Amy Bik May TsuiHsu, Hsin-WenHsin-WenHsuPEI-LING HUANGAmy Bik May TsuiErnesto Macaro2024-12-032024-12-032024-12-09https://scholars.lib.ntu.edu.tw/handle/123456789/723482https://www.scopus.com/record/display.uri?eid=2-s2.0-85209969516&origin=resultslistGuided by Bernstein’s theoretical framework of knowledge structures and adopting a sociocultural view of learning as conceptual change mediated by language as an intellectual tool, this chapter reports on a study on the teaching of key concepts in ethnomusicology through EMI at two universities in Taiwan. The study addresses the question of whether and how the introduction of “new specialized languages” through EMI in the teaching of ethnomusicology brought about a conceptual change in students’ understanding of four key concepts, “music”, “musicking”, “soundscape”, and “bi-musicality”. The findings suggest that the new terminologies in English provided broader and different perspectives on music and encouraged students to rethink their prior knowledge and construct a relational perspective towards the world. The findings further show that while students found the learning of these new concepts through English challenging, they did not find the use of Chinese translations of these terminologies helpful. Rather, it was the opportunities for peer learning and peer scaffolding, facilitated by the use of L1, and the well-designed pedagogical strategies that helped to bring about their conceptual changes. The mental preparedness of students to take up the challenge of learning through EMI was also an important mediating factor.enfalsebook part10.4324/9781003476313-82-s2.0-85209969516