With the exponential growth of English-Medium Instruction (EMI) provision in higher education, which is rapidly outpacing empirical research, this book outlines approaches to EMI in a range of regional contexts to exemplify different interpretations of implementing EMI policy in higher education. The book provides an in-depth understanding of evolving interpretations, challenges and current policies on a global level, through the exploration of case studies from Armenia, Austria, Azerbaijan, Bangladesh, Brazil, China, Colombia, Denmark, Estonia, Ethiopia, Georgia, Hong Kong, Italy, Japan, Kuwait, Mexico, Nepal, the Netherlands, Poland, South Africa, Tunisia, Turkey and Vietnam. The case studies, which outline how EMI policy is implemented, are presented in three sections, at the national, institutional and classroom levels (macro, meso, and micro), using a variety of research tools, including policy analysis, stakeholders’ conceptualisations of EMI, observations of EMI in practice and context analysis
Introduction, Nicola Galloway (University of Glasgow, UK) and Jim McKinley (University College London, UK) Part I: Macro-analysis of EMI: Bangladesh, Brazil, China, Denmark, Ethiopia, Nepal, Turkey 1. English as a Medium of Instruction in Bangladeshi Higher Education: A Policy Perspective, Obaid M. Hamid (University of Queensland, Australia) and Md Al Amin (Brac University, Bangladesh) 2. Brazil Trying English-Medium Instruction on for Size: Emerging Trends and Policy, Ron Martinez (University of Arkansas, USA) and Ane Cibele Palma (Universidade Federal do Paraná, Brazil) 3. English Medium Instruction in Mainland China: National Trends and Institutional Developments, Sihan Zhou (Chinese University of Hong Kong, China) and Heath Rose (Oxford University, UK) 4. The Case of Danish English-Medium Instruction Universities: An Unintended Consequence? Kristina Hultgren (Open University, UK) 5. A Policy Analysis of English Medium Instruction Practices in Ethiopian Higher Education, Tolera Simie (University College London, UK) 6. English Medium Instruction as Neoliberalism Endowment in Nepal’s Higher Education: Policy-Shaping Practices, Pramod K. Sah (University of British Columbia, Canada) 7. Provision for Partial English-Medium Instruction Programs in Turkish Higher Education: All or Nothing? Kari Sahan (University of Reading, UK) Part II: Meso-analysis of EMI: Austria, Colombia, Estonia, Italy, Poland, South Africa, Vietnam 8. English-Medium Education in Austria: General Trends and Individual Initiatives in Institutional Policy, Ute Smit (University of Vienna, Austria) and Miya Komori-Glatz (WU Vienna University of Economics and Business, Austria) 9. Profiling English-Medium Instruction in Colombian Universities: Policies and Practices, Norbella Miranda (Universidad del Valle, Colombia) and Mario Molina-Naar (Universidad de los Andes, Colombia) 10. A Longitudinal Perspective on Language Ideological Debates in Estonian Higher Education: Current Trends and Tensions, Josep Soler Carbonell (Stockholm University, Sweden) 11. English-Medium Instruction Lecturers’ Perceived Needs in an Italian University: Before and After Training, Francesca Costa (Università Cattolica del Sacro Cuore, Italy) and Roberta Grassi (University of Bergamo, Italy) 12. English-Medium Instruction in Polish Higher Education: Insights Provided by Institutional-Level Analysis, Agata Mikolajewska (University College London, UK) 13. Preparing South Africa Higher Education Students for Their Professions: Finding Space for Languages alongside English, Christa van der Walt (Stellenbosch University, South Africa) 14. English-Medium Instruction in Vietnamese Higher Education: From Government Policies to Institutional Practices, Huong Thu Nguyen (Queensland University, Australia) Part III: Micro-analysis of EMI: South Caucasus, Hong Kong, Japan, Kuwait, Mexico, Netherlands, Tunisia 15. English-Medium Instruction in the South Caucasus (Armenia, Azerbaijan, Georgia): Listening to the Positive Voice, Andrew Linn (Westminster University, UK) 16. Translanguaging and Trans-semiotizing in English-Medium Instruction Tertiary Classrooms in Hong Kong: Creativity and Trans-Semiotic Agency, Phoebe Siu (College of Professional and Continuing Education, Hong Kong) and Angel M. Y. Lin (Simon Fraser University, Canada) 17. Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit, Ikuya Aizawa (Oxford University, UK), Samantha Curle (University of Bath, UK), Gene Thompson (Rikkyo University, Japan) 18. Comprehension Issues in English-Medium Instruction Classrooms in Kuwait: Public Educational Institutions, Abdullah Alazemi & Abdullah Alenezi (Public Authority for Applied Education and Training, Kuwait) 19. English Language Proficiency Pre- and Post-Immersion Course in Mexico: The Effectiveness of a Course for Pre-Sessional Students at a Bilingual International and Sustainable University, Myrna Escalona Sibaja (Universidad Tecmilenio, Mexico) and Gabriela Zamarrón Pérez (Universidad Tecnológica El Retoño, Mexico) 20. The Englishization of Higher Education in a Dutch University Context: The Glocalization of English-Medium Instruction, Robert Wilkinson and René Gabriëls (Maastricht University, The Netherlands) 21. English-Medium Instruction in Tunisian Higher Education: A Desired Target but with Uncertain Consequences, Khawla Badwan (Manchester Metropolitan University, UK) References Index
Jim McKinley is Associate Professor of applied linguistics and TESOL at University College London, UK, specialising in L2 writing and internationalised higher education, especially regarding EMI. Nicola Galloway is Publications Lead, Senior Lecturer and Programme Director in Education (TESOL) at the University of Glasgow, UK, specialising in Global Englishes and implications of English medium instruction in international higher education.
Reviews for English-Medium Instruction Practices in Higher Education: International Perspectives
McKinley and Galloway successfully gathered together an international team of English Medium Instruction researchers who have analysed the global and local contexts, as well as policies and practices, of EMI in a diverse range of geographical locations. The result is a most up-to-date account of EMI across the globe, with significant and far-reaching implications for the internationalization of higher education. * Li Wei, Director and Dean, Institute of Education, University College London, UK * This book is a must-read for anyone who seeks to understand the extraordinary complexity of programmes which come under the general label of EMI and the multi-faceted contexts in which they are being implemented. The volume provides multiple case studies conducted at different levels of analysis from all over the world which allows us to see the diversity of what is really happening in these different EMI contexts. * Andy Kirkpatrick, Professor Emeritus, Griffith University, Brisbane, Australia *
