12. English in Italian universities: The language policy of PoliMi from theory to practice

Santulli, Francesca

doi:10.1515/9781614515272-014

Cited by 14 publications

(3 citation statements)

References 11 publications

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“…The present study employs data collected in Italy, a context where, at the time of writing, only one other contrastive study has been conducted (Costa & Mariotti, 2017). Until very recently, Italy has been characterized by a dearth of EMI research, nonetheless some complex discussions around the phenomenon have been taking place in this context (e.g., Bowles, 2017;Costa, 2017;Pulcini & Campagna, 2015;Santulli, 2015; see also Murphy & Zuaro, 2021). The present paper builds on previous research to shed further light on the crucial, but overall still under-researched, topic of EMI lectures.…”

Section: Introductionmentioning

confidence: 78%

Content adaptations in English-medium instruction: Comparing L1 and English-medium lectures

Zuaro

2023

English for Specific Purposes

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Section: Introductionmentioning

confidence: 78%

Content adaptations in English-medium instruction: Comparing L1 and English-medium lectures

Zuaro

2023

English for Specific Purposes

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“…In the Netherlands, the Beter Onderwijs Nederland association (Better Education Netherlands) filed (and lost) a lawsuit against the University of Twente and Maastricht University, demanding them to (re)introduce Dutch as a medium of instruction (Wilkinson & Gabriëls 2021). In Italy, a group of lecturers and researchers successfully sued their university, the Polytechnic University of Milan (Politecnico di Milano), for their decision to implement exclusive English-medium instruction at MA and PhD level (Santulli 2015). (This so-called 2012 Polytechnic of Milan controversy is explored in more detail below.)…”

Section: Bridging Disconnects In the Field Of English As A Medium Of ...mentioning

confidence: 99%

New insights into the trend towards English as a medium of instruction in European higher education through transdisciplinary participation

Hultgren,

Nao,

Wingrove

et al. 2023

afinlavk

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The drive towards English as a Medium of Instruction (EMI) in universities in non-English-dominant countries can generate heated debates, yet the drivers of EMI are still not fully understood. This position paper argues for transdisciplinary participation in order to shed new light on the drivers of EMI. Transdisciplinary participation is conceptualized as engaging with theories, methodologies and practices in other disciplines in order to approach a topical issue in a new way. We exemplify transdisciplinary participation as bringing together applied linguists and those involved in academic governance to re-theorize the rise of EMI as linked to steering at a distance governance reforms that have swept across the European higher education sector since the 1980s. Showcasing three cases from across Europe, we argue that steering at a distance may shed new light on the drivers of EMI. At a more general level, we highlight how disciplinary positioning shapes the creation of knowledge.

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“…While experienced teachers may feel confident with their teacher identity in EMI, many remain insecure about their linguistic identity due their challenges with language (Kling 2013). These changes in the classroom context have led to many controversies regarding the implementation of EMI that have reached debates a political level (Blattès 2018, Campagna 2017, Jensen and Thøgersen 2011, Pulcini and Campagna 2015, Santulli 2015.…”

Section: Introductionmentioning

confidence: 99%

The Role of Feedback in the Design of a testing Model for Social Justice

Dimova

2020

JCP

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Internationalization of higher education has resulted in an increased establishment of English medium instruction (EMI) courses at non-Anglophone universities. Due to the growing concerns about non-native English speaking lecturers' ability to teach in English, universities have started implementing policies enforcing assessment of EMI lecturers' English proficiency. However, research on the effectiveness and the social consequences of these assessments remains limited, especially in terms of the power imbalances such assessments may create at the university workplace. Based on the principle that the oral English proficiency certification should provide benefits for, instead of simple exclusion of, test-takers who have less-advantaged starting position, i.e., lecturers with lower English proficiency (Davies 2010), the article argues that the language assessment models for EMI certification should put emphasis on the formative feedback, and, thereafter, proposes what may be considered relevant and effective feedback content. The discussion in this article is based on the results from a mixed-methods study that examines the utility of the language-related feedback for test-takers, at two non-Anglophone universities, who took a performance-based oral English proficiency test for EMI certification. Three main data collection procedures were undertaken: reports with written feedback and two surveys. Results suggest that the test-takers found the aspects of the feedback that grounded their English language uses in the EMI domain useful and appreciated the opportunity to discuss their challenges and uncertainties during oral feedback session.

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12. English in Italian universities: The language policy of PoliMi from theory to practice

Cited by 14 publications

References 11 publications

Content adaptations in English-medium instruction: Comparing L1 and English-medium lectures

Content adaptations in English-medium instruction: Comparing L1 and English-medium lectures

New insights into the trend towards English as a medium of instruction in European higher education through transdisciplinary participation

The Role of Feedback in the Design of a testing Model for Social Justice

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