EMI Students’ “International Coexistence” at One Italian University

Costa, Francesca; Mariotti, Cristina

doi:10.1007/978-3-030-47860-5_10

Cited by 3 publications

(3 citation statements)

References 17 publications

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“…The contradictions between the aims of the Gelmini law and its implementation and outcomes show that reforms are interpreted, appropriated, embraced, resisted and subverted in often unpredictable ways in different nation states and by different social actors (Wright et al 2019;Dougherty & Natow 2020). On the one hand, like other European contexts, Italy has been receptive to the current changes in HE; this is testified, for example, by the increase of EMI programmes in the last ten years (e.g., Costa & Mariotti 2020). On the other hand, Italy is one of the countries in which existing cultural, institutional and bureaucratic structures may intrinsically oppose transnational reform pressures.…”

Section: Italy: Emi University Reform and Resistancementioning

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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Section: Italy: Emi University Reform and Resistancementioning

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

View full text Add to dashboard Cite

show abstract

“…In other words, for the participants, the spread of English in this context is unavoidable, therefore, acquiring English is a must in order to engage in successful international participation, particularly in the educational domain (Bowles & Murphy, 2022;Galloway & Rose, 2021). The increasing status of English as a global language has raised an issue regarding Englishisation (F. Costa & Mariotti, 2022), referring to the growing presence of English at all levels in the academic setting (Galloway & Mckinley, 2019). Some scholars (Haines et al, 2022;Phillipson, 2015) argue that Englishisation could serve as either a blessing or a threat in higher education.…”

Section: Figure 1 Thematic Framework Of Teachers' Perspectives Toward...mentioning

confidence: 99%

“…Research results have shown that there is some positive motivation regarding the implementation of EMI, e.g. improving English competence (Chapple, 2015;Costa & Mariotti, 2022), acquiring English as a communication tool in the global era (Hamid et al, 2013), taking part in the internalisation of universities (Mckinley & Rose, 2022;Zhang, 2018), modernising universities (Khan, 2013;Zhang, 2018), and increasing access to job opportunities (Barnawi, 2018(Barnawi, , 2021Bozdoğan & Karlıdağ, 2013).…”

Section: Introductionmentioning

confidence: 99%

Understanding University Teachers’ Perspectives of English Medium Instruction in Indonesia

Santoso

Kinasih

2022

Elsya

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Despite the massive growth of universities offering EMI in non-Anglophone countries including Indonesia, there is little research regarding the underlying rationales for the implementation of EMI and the perceptions of lecturers in relation to the enactment of EMI. Several studies have also highlighted the absence of official guidelines for EMI in this context, which has contributed to the dissimilar practices of EMI among Indonesian universities. This case study aimed to find out the underpinning rationales for the implementation of EMI at the Indonesian universities. It also aimed to investigate how lecturers at the Indonesian universities perceived the implementation of EMI. Semi-structured interviews were conducted with nine non-English lecturers from both state and private Indonesian universities. The results of this study showed that some factors, including promoting university internationalisation, enhancing academic reputations, and taking part in international competitions, were found to underpin the implementation of EMI. In addition, this study also underlined the issue of internationalisation in relation to Englishisation and its impacts on EMI. In this study, the participants' use of the Indonesian language intended to facilitate communication and understanding of content learning could also be seen as a way to value multilingual practices. Therefore, this study suggests that the Indonesian linguistic ecology where Bahasa Indonesia and English co-exist with the hundreds of local languages should be taken into consideration in the educational language policy-making.

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