Content lecturer and quality interaction in EMI university classrooms: a longitudinal case study

Internationalisation and English medium education in Vietnamese universities: Professional role transformation among English language lecturers

“…Nguyen et al, 2017; Pham, 2022; Pham et al, 2022), variations in classroom interaction (e.g. Lo and Macaro 2012; Hu and Duan 2019; Pun and Macaro 2019; Ismailov 2022) and the pedagogies needed (Dearden 2018; Macaro et al, 2020). It must be noted that such studies of EMI role transformation have emphasised the use of English and the types of thinking valued in Western curricula, with little attention paid to developing intercultural competence and internationalising the curriculum, thus reflecting the afore-mentioned flawed equation of internationalisation with EMI (Bradford 2019) and the lack of attention to internationalising the curriculum (Leask 2008, 2015; Beelen et al, 2015; Coelen 2016).…”

“…In this context, there are numerous reports internationally of EMI challenges for both students and staff (e.g. Chou 2018; Phuong and Nguyen 2019; Rowland and Murray 2020) suggesting that educational quality may be reduced rather than enhanced by EMI (Bukhari 2021; Ismailov 2022; Tajik et al, 2022). According to British Council reviews of EMI, what is needed are ‘systems which provide ongoing support for students’, and which emphasise ‘the relationship between content and language’ (Veitch 2021: 11), as well as being ‘context specific, ideally, based on needs analyses’ (Curle et al, 2020: 44).…”