English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study

Kim, Jeong-Yeon; Choi, Jong-Hwan; Tatar, Bradley

doi:10.1177/1028315317720767

Cited by 32 publications

(16 citation statements)

References 40 publications

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“…A third challenge is the increasing prevalence of EMI in non-native speaking contexts, as issues have been raised about English competency and comfort of existing students/staff (Kim, Choi, & Tatar, 2017). A systematic review of 83 EMI studies outlined concerns from students/staff and found inconclusive evidence on the overall benefits to language or content learning (Macaro, Curle, Pun, An, & Dearden, 2017).…”

Section: Challenges Related To Internationalised Academic Contentmentioning

confidence: 99%

Students’ perspectives on curriculum internationalisation policies in transition: Insights from a master’s degree programme in the Netherlands

Mittelmeier

Slof

Rienties

2019

Innovations in Education and Teaching International

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Although many studies have investigated the overarching benefits of curriuclum internationalisation in various forms, there have been few investigations of students' perspectives on changing university policies towards internationalisation. In this study, we considered master's students' perspectives on two changing internationalisation policies at a Dutch university: (1) the switch to English Medium Instruction (EMI) and (2) the increasing incorporation of internationally-minded materials into the curriculum. Through analysing 138 questionnaire responses, the relevancy of and comfort with internationalised content, the use of EMI, and overall teaching quality was explored. The findings suggested that, although most participants valued their overall internationalised learning experiences, factors such as students' educational backgrounds and perceived confidence using English influenced the degree to which curriculum internationalisation policies were deemed relevant to students' lives and careers. This article summarises with suggestions for university staff, programmes, and departments undergoing transition policies towards curriculum internationalisation.

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Section: Challenges Related To Internationalised Academic Contentmentioning

confidence: 99%

Students’ perspectives on curriculum internationalisation policies in transition: Insights from a master’s degree programme in the Netherlands

Mittelmeier

Slof

Rienties

2019

Innovations in Education and Teaching International

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“…In addition to learning a good foreign language, you must know foreign cultures and familiarize the diff erences between cultures. You must have the necessary language skills and intercultural communication skills (Kim, Choi, & Tatar, 2017). The foreign language teaching in China has undergone a series of reforms, but the teaching eff ect has always been unsatisfactory.…”

Section: Literature Reviewmentioning

confidence: 99%

Correlation Study on Grammatical Sensitivity Test Indexes in Intercultural Communication

Zhang¹

2019

RCIS

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Language teaching cannot be separated from cultural factors. Foreign language communication is cross-cultural communication, which has some relations with linguistic ability. As one of the important components of linguistic aptitude, grammatical sensitivity issues play an important role in the second language acquisition and English teaching. Through the exploration of Carroll's MLAT, we independently designed a set of test questions. The purpose of this study is to study the grammatical sensitivity of linguistic aptitudes and to provide theoretical support for foreign language learning and college English teaching. Our research has found that grammatical sensitivity has a signifi cant impact on their cross-cultural communication and language learning activities among foreign-language learners who are native speakers of Chinese. After research, we can say that the means of making words, extending sentences and reading paragraphs can eff ectively test the grammatical sensitivity of Chinese learners. Finally, grammatical sensitivity can truly aff ect the outcome of language learning. However, due to the diff erent grammar of each language, Chinese grammatical sensitivity cannot be used as an indicator to test foreign language aptitude in Chinese-speaking learners.

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“…In comparison to the European context, EMI studies in Asian countries are much fewer. The current literature tends to be framed, most often implicitly, within Kachru's (1976) Three Circles model of world Englishes by limiting the research scope to: (1) potential challenges or deficiencies with regards the English language proficiency of non‐native English instructors in the EMI programmes situated in Expanding Circle countries (that is, non‐English‐speaking and not being previous colonies of English‐speaking countries like Great Britain) (Hu & Lei, 2014); (2) the role of L1 and code‐switching practices of non‐native English‐speaking instructors in EMI classrooms (An & Chiang, 2015; Gu & Lee, 2018; Kim, Choi, & Tatar, 2017); (3) comparisons between EMI and CMI (Chinese‐medium instruction) policies and curricula (Zhang, 2018; Zhao & Dixon, 2017); and (4) the likeliness of EMI programmes to empower students with the accumulation of relevant symbolic and cultural capital and enhancing competitiveness in the global human resource market (Gu & Lee, 2018; Hu, 2008, 2009). A few studies have also investigated EMI practices and intercultural sensitivity of local/international students as influenced by their perceptions of the EMI policy, whereas the notion of culture is discussed as a nation‐bound entity characterized by essentialist features (An & Chiang, 2015).…”

Section: Introductionmentioning

confidence: 99%

Translingual practices at a Shanghai university

Yang

Lin

2020

World Englishes

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The present study examines translingual practices among students enrolled in international English-medium instruction (EMI)Master's degree programmes in a top-rated comprehensive university in Shanghai, China. Ethnographic observations across urban/institutional spaces and social media as well as in-depth student interviews converge to reveal that while English has been used as a lingua franca for disciplinary teaching, learning, and navigation of everyday life, students have been engaged in translingual practices (1) to understand and create meaning out of intercultural experiences in the cosmopolitan city of Shanghai, and(2) to negotiate epistemic frameworks as contextualized in both the institutional student management setting and the global politics of discipline-specific knowledge production. This article is hence aimed at expanding the scope of translingual research to include critical inquiry into the role of English as a lingua franca in students' transcultural/trans-epistemic experiences in EMI programmes in the context of internationalization of higher education.

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English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study

Cited by 32 publications

References 40 publications

Students’ perspectives on curriculum internationalisation policies in transition: Insights from a master’s degree programme in the Netherlands

Students’ perspectives on curriculum internationalisation policies in transition: Insights from a master’s degree programme in the Netherlands

Correlation Study on Grammatical Sensitivity Test Indexes in Intercultural Communication

Translingual practices at a Shanghai university

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