Is EMI Enough? Perceptions from University Professors and Students (original) (raw)
Related papers
Latin American Journal of Content & Language Integrated Learning, 2020
This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationaliza-tion process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document anal-ysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants’ perceptions are as-sociated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articu-lation amongst its participants.
English as the medium of instruction: a response to internationalization
2014
The status of English as a lingua franca has led European universities to implement the use of this language as a medium of instruction (EMI). This study presents an analysis of the status quo of EMI at the University of Alicante. It takes into account the institution`s language policy and the programs which offer subjects in English, as well as the challenges, needs and benefits of the professors and students. Qualitative and quantitative data was collected by means of questionnaires and semi-structured interviews. The findings of this needs analysis will help us to create an action plan that will include teacher and student training schemes to foster internationalization.
Universidad del Norte, 2016
This study explores the perceptions and attitudes of two content teachers and a group of students of a Computer Science program towards the use of English as a Medium of Instruction (EMI) as a strategy to foster Internationalization at home. EMI means using English to teach content subjects in places where it is not the first language (Dearden, 2014). Data collection instruments used were interviews, document analysis, class observations, and surveys. The results show that both the teachers and the students have a positive perception towards EMI as they consider this enhances the use of English for real communicative purposes and allows them to learn, at the same time, the professional language and content. However, it also evidences that there is a lack of support to language development as such because content teachers tend to plan their lessons around the subject topic neglecting students' foreign language needs. Recommendations resulting from this study suggest that there should be a strong collaboration between EMI and English teachers in order to facilitate content and language.
Language policy, 2023
English Medium Instruction (EMI) policies and practices vary significantly given the global scale of English medium instructional settings. EMI practices are complex, contextualized, and based in diverse socio-historical, political-economic and educational backgrounds. In this edited volume, McKinley and Galloway provide a panoramic view of EMI policies and practices in different countries around the world from macro, meso, and micro levels. The authors highlight some commonalities in EMI policy implementation, but chapters mostly provide an in-depth understanding of EMI policy development in certain contexts, as well as current policy practices, trends, features, problems, and implications, demonstrating how EMI policies and practices vary at the national or regional, institutional, and classroom levels globally. This volume is divided into three sections (macro-analysis, meso-analysis, and micro-analysis), each containing seven chapters that, in sum, cover 21 different national and regional contexts, including Europe, South, Southeast, Central and East Asia, the Middle East and Africa, and Latin America. The macro-level chapters provide insights into EMI policies and implementation in Bangladesh (Ch. 1), Brazil (Ch. 2), China (Ch. 3), Denmark (Ch. 4), Ethiopia (Ch. 5), Nepal (Ch. 6), and Turkey (Ch. 7). Hamid and Al Amin investigate the expansion of EMI in Bangladesh's higher education (HE), arguing it has been linked to colonial rule and influenced by globalization and neoliberalism. By analyzing the motivations and characteristics of EMI in Brazil, Martinez and Cibele Palma pinpoint the lack of institutional EMI policy in Brazilian higher education institutions (HEIs). Zhou and Rose conduct a systematic review of national and institutional EMI policies in China, unveiling the issue of language-related challenges, poor teaching quality and curricu
Letras, 2020
Internationalization is listed as one of the main goals of the Federal University of Santa Maria in its Institutional Development Plan for the period of 2016-2026, and the use of English as a Medium of Instruction (EMI) is pointed out in the document as one of the strategies to achieve this goal. Although it is unofficially known in the institution that graduate classes in some areas are already taught in English, there is no systematic information about these experiences nor an official policy about EMI. The present work attempts to contribute to fill this gap as it reports the main results of an online survey about interests, perspectives and needs in relation to EMI at the university. The survey included professors and students and the data were mainly analyzed quantitatively, in order to establish general patterns within each group and comparisons across groups. The results showed that both professors and students express interest in engaging in EMI classes, but that policy regu...
Language Value, 2021
The use of English as a Medium of Instruction to teach subjects other than English is widely spread across European higher education institutions. The University of Alcalá has been working on the implementation of English-Medium Instruction (EMI) for decades now. The internationalisation process accounts for the increasing number of studies both at undergraduate and postgraduate levels taught in English. The response of international students has been positive considering the University of Alcalá one of their favourite Spanish destinations. The interaction of local and foreign students evidences the need to raise awareness towards the intercultural competence as part of the Master's Degree in Teacher Training, so that learners will feel comfortable in a different language and culture and contribute significantly not only to the labour market but also to dialogue and living together. In this article, the authors report on how this is done in one of the compulsory courses of this specific Master's Degree: Complementary Training in English Studies.
Language considerations in teaching English Content Based courses in the Colombian context
Educacion Y Educadores, 2004
El artículo presenta algunas reflexiones sobre la enseñanza de núcleos temáticos del currículo en inglés (English Content Based Courses), dentro del concepto de "inglés del mundo", el cual se refiere al uso del inglés con propósitos específicos, principalmente en el ámbito académico por personas que no son hablantes nativos del mismo, o al inglés que se utiliza en la academia a través del mundo, cuyos usuarios son principalmente hablantes de lenguas diferentes al inglés. La Universidad de La Sabana ha formado parte de la comunidad del "inglés del mundo", al incluir en los currículos de sus programas estos cursos. Además, el artículo contempla las inquietudes más frecuentes por parte de los estudiantes universitarios que toman estos cursos, con relación al acento del profesor, a su interés en utilizar la lengua inglesa en su proceso de formación, a las razones por las cuales se utilizan textos en inglés auténticos, y presenta algunas claves y estrategias para hacer que los cursos en "inglés del mundo" sean interesantes para profesores, instructores y estudiantes involucrados con este tema de gran actualidad. A ABSTRA BSTRACT CT This article provides some insights into teaching English Content Based Courses within the realm of "World English" or English used throughout the world, whose users are largely non-native speakers in the academic world. Universidad de La Sabana, has been part of the "World English" community as it has been teaching English Content Based Courses (Course work in English.) This article provides answers to questions which are frequently asked by students who are in courses which use "World English" at the university level. Questions regarding the relevance of the teacher's accent, students desire to use the English language, reasons for texts in English, how to make a course in English interesting are addressed in the paper along with strategies for teachers, instructors and students in courses that are English Content Based.
English as a medium of instruction and internationalisation in Higher Education
Calidoscópio
and Romance Studies at the University of Copenhagen. Her research focuses on the multilingual, multicultural classroom, with particular emphasis on foreign language use in English medium instruction (EMI) contexts. She has investigated non-native English speaking (NNS) lecturers' professional identity in a Danish EMI setting from a teacher cognition paradigm. Since 2009, Dr. Kling has been active on the development and implementation of TOEPAS, the Test of Oral English Proficiency for Academic Staff. She draws on the TOEPAS in relation to her research and professional development training for NNS lecturers. She has published several articles and chapters on EMI and language assessment and is the co-author of English Medium Instruction in Multilingual and Mutlicultural Universities (Henriksen, Holmen and Kling, 2018) and co-editor of the recent edited volume, Integrating Content and Language in Multilingual Higher Education (Dimova & Kling, 2020). Dr. Kling currently serves on the Board of Trustees of TIRF (The International Research Foundation for English Language Education) and the Board of the ICLHE Association (Integrating Content and Language in Higher Education). She has also Este é um artigo de acesso aberto, licenciado por Creative Commons Atribuição 4.0 Internacional (CC BY 4.0), sendo permitidas reprodução, adaptação e distribuição desde que o autor e a fonte originais sejam creditados.