A survey of English-medium instruction in Italian higher education

Costa, Francesca; Coleman, James A.

doi:10.1080/13670050.2012.676621

Cited by 170 publications

(114 citation statements)

References 9 publications

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“…As a consequence, the attention is almost exclusively paid to the extrinsic properties of English (Kaplan 2001), thus disregarding both language learning objectives and the possible loss of disciplinary content resulting form the use of a low-definition language of teaching. These outcomes are in line with the quantitative findings obtained by Costa/Coleman (2013), who carried out a survey based on a national questionnaire sent to all Italian universities highlighting the prevalence of extrinsic rather than intrinsic values underpinning the EMI choice. Therefore, it is not surprising that the survey reports an almost total lack of teacher training programmes offered by universities opting for English-taught programmes, a big issue indeed especially if we consider that 90% of lecturers are Italian native speakers who are often either reluctant to choose this mode of teaching or may be 'forced' to do so by the university (Costa/Coleman 2013: 14).…”

Section: Resultssupporting

confidence: 54%

English-Mediated Instruction in Italian Universities: Conflicting Views

Molino¹,

Campagna²

2014

Sociolinguistica

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Section: Resultssupporting

confidence: 54%

English-Mediated Instruction in Italian Universities: Conflicting Views

Molino¹,

Campagna²

2014

Sociolinguistica

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“…Lack of internationalisation has contributed to what Costa and Coleman (2013) argue is a situation where no Italian university figures in the top 200 of the World University Rankings. Because of this low ranking, at the Politecnico di Milano, the rector tried to introduce, relatively quickly, EMI in all courses but met with fierce resistance from students and faculty alike.…”

Section: Emi In Italy Austria and Poland: A Brief Overviewmentioning

confidence: 99%

Higher education teachers’ attitudes towards English medium instruction: A three-country comparison

Dearden

Macaro

2016

SSLLT

158

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We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on the levels of English proficiency (theirs and those of their students) needed for effective English medium instruction (EMI). We also observed whether there were differences among the respondents from the three countries and attempted to relate any differences to the linguistic, educational and political context of each. Our findings suggest that whilst very similar concerns are in the minds of the teachers regardless of the country they were teaching in, some interesting variability in attitudes, relating to language and to history, could be detected. To our knowledge, this is the first study on EMI that compares teacher attitudes in three countries, hence its exploratory nature. Our findings would suggest that further research of such comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.

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“…Unterberger's (2012) study also found that course syllabi included functional language learning aims such as giving presentations, developing discussion and negotiation skills, and learning technical vocabulary. Nevertheless, in general, there is a lack of explicit language goals in EMI course descriptions (Costa & Coleman, 2013). This focus on content is confirmed by the fact that sometimes both students and professors recur to the native language of the context in order to support learning (Ljosland, 2011;Söderlundh, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, when taught by non-native English speaking professors, EMI has been found to increase the workload for those professors (Sercu, 2004), who have to invest more time in preparing for the lessons, and students (Kim as cited in Byun et al, 2011) by causing less classroom interaction (Airey & Linder, 2006), with the result that professors cover less material or cover it more superficially (Olsten & Hukin, 1990), which can affect the understanding and learning of content (Sert, 2008;Kırkgöz, 2009). Thus, many studies call for professional development to support effective EMI implementation by professors (Paseka, 2000;Byun et al, 2011;Jensen & Thøgersen, 2011;Costa & Coleman, 2013;Aguilar, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Is EMI Enough? Perceptions from University Professors and Students

Corrales¹,

Rey

Escamilla

2016

laclil

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Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new.Keywords: English medium instruction; intercultural education; international education; higher education. CORRALES, PABA REY, SANTIAGO ESCAMILLA ¿Es suficiente el uso del inglés como medio de instrucción?Percepciones de estudiantes y profesores universitarios ResumenLa internacionalización de la educación superior tiene como objetivo el desarrollo de competencias interculturales e internacionales (CII) y el desarrollo de la lengua extranjera. Para lograr esto, las universidades en todo el mundo han implementado estrategias como la enseñanza de materias y contenidos en inglés, también conocida como el uso del inglés como medio de instrucción (en inglés: EMI). Sin embargo, hay aún escasa investigación sobre los aspectos positivos y negativos relacionados con la implementación de este enfoque en América Latina. Por esta razón, este estudio de caso explora las percepciones de un grupo de profesores de ciencias de la computación, de estudiantes y del administrador del programa en una universidad colombiana, en relación con el uso de este enfoque en el aprendizaje de contenidos y lengua y el desarrollo de las competencias interculturales e internacionales. Los resultados del estudio indican que la implementación de esta iniciativa ofrece beneficios, pero también plantea algunos retos. Por lo tanto, se generan algunas recomendaciones que conciernen a la institución como tal, a los profesores y los estudiante y se plantean algunos elementos del enfoque AICLE para apoyar el aprendizaje. Se espera que estos resultados contribuyan al análisis de la discusión del enfoque AICLE y EMI, especialmente en América Latina, en donde esta práctica es relativamente nueva.Palabras clave: inglés-medio de instrucción; educación intercultural; educación internacional; educación superior. 320O uso do inglês como meio de instrução é suficiente? Percepções de estudantes e professores universitários ResumoA internacionalização do ensino superior tem...

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A survey of English-medium instruction in Italian higher education

Cited by 170 publications

References 9 publications

English-Mediated Instruction in Italian Universities: Conflicting Views

English-Mediated Instruction in Italian Universities: Conflicting Views

Higher education teachers’ attitudes towards English medium instruction: A three-country comparison

Is EMI Enough? Perceptions from University Professors and Students

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