English-Medium Instruction in European Higher Education

Dimova, Slobodanka; Hultgren, Anna Kristina; Jensen, Christian R.

doi:10.1515/9781614515272

Cited by 93 publications

(6 citation statements)

References 71 publications

(156 reference statements)

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“…In line with Phillipson (2015), this study reveals that "language policy plays a crucial role in the societal structures and practices that consolidate dominance and subordination" (p.22). Such consolidation exists in both international competition and national systems.…”

Section: Discussionsupporting

confidence: 60%

“…With globalisation, "Englishisation" has facilitated the development of a global knowledge economy and borderless talent mobility (De Wit, 2011). Nevertheless, it simultaneously reinforces "English linguistic imperialism", which represents the cultural and structural inequalities between the dominant English and other languages (Aslan, 2018;Phillipson, 2015).…”

Section: Emi Implementation and Social Inequalitymentioning

confidence: 99%

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“The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities

Huang

2023

High Educ

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English as a medium of instruction (EMI) is commonly adopted as a strategy for higher education internationalisation. While there are numerous studies on the teaching practices of EMI programmes, the relationship between EMI and structural inequalities has been less investigated, especially in “universal” higher education systems. To address the research gap, this study investigates the EMI practices of two Taiwanese higher education institutions (HEIs) under current government initiatives. Qualitative data from policy documents and semi-structured interviews are analysed with an institutional logics approach and reflexive thematic analysis. The findings suggest that while state, managerial, and academic logics jointly shape EMI strategies in the public university case, EMI practices in the private university of technology case are predominantly driven by market and managerial logics and challenged by academic logic. Furthermore, this study reveals the structural “stuckness” encountered by the private case. In Taiwan’s hierarchical higher education system, the promotion of EMI could result in widening horizontal inequalities among HEIs. More specifically, under the EMI grading certification scheme for students and the tiered award system for HEIs, the majority may be left behind whereas the few with linguistic capital are spotlighted. Therefore, this study concludes that in light of organisational conditions, policymakers should allow greater flexibility for HEIs to develop performance indicators appropriate to their students’ needs.

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Section: Discussionsupporting

confidence: 60%

Section: Emi Implementation and Social Inequalitymentioning

confidence: 99%

“The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities

Huang

2023

High Educ

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“…This could be due in part to the fact that teaching at many European universities can be conducted in English. Institutions around the globe use EMI, and policies mandating English proficiency exist in these institutions (Dimova et al, 2015;Fenton-Smith et al, 2017;Macaro et al, 2018;McKinney & Galloway, 2022). EMI scholars and teachers have broad interests that intersect with ITA concerns from policy to practice to identity.…”

Section: Language Policy and Practice Around The Globementioning

confidence: 99%

The “Foreign TA Problem” Forty Years On

LaScotte

2022

The Modern Language Journal

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THIS YEAR'S PERSPECTIVES COLUMN ON international teaching assistants (ITAs) launches with an anchor piece by Darren K. LaScotte, entitled "The 'Foreign TA Problem' Forty Years On." This anchor piece revisits the history of international and English learning graduate students serving as instructors in North American universities and offers the University of Minnesota as a case. Since naming ITAs as a "problem" , many universities have drafted and implemented language policies requiring nonnative-English-speaking TAs to be additionally screened and tested to ensure adequate language proficiency levels. At the same time, our field of applied linguistics has become more woke. We can now unpack the challenges and inconsistencies that are embedded in language policies, given new understandings of the linkages among language, race, and "appropriate" language. As LaScotte says, "just as language policies are colored by the ideologies of their policy makers, so too are the decisions that teachers and administrators make with regard to policy implementation and enforcement" (2022, this issue, p. XX). The commentaries rise to the occasion by exploring the issues through various critical lenses. Yi-Ju Lai takes up the issue through a lens of materiality, highlighting the embodied multi-

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“…People in many countries, including China, can realize increased opportunities for education and employment as a result of achieving even a modest level of proficiency in English ( Curdt-Christiansen and Wang, 2018 ; Gao and Zheng, 2019 ). In China, the opportunities are significant, particularly for access to education abroad ( Brown et al, 2013 ; Dimova et al, 2015 ; Zhang, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Dialects, motivation, and English proficiency: Empirical evidence from China

Marjerison

Yang

2022

Front. Psychol.

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Within the context of China, this study seeks to examine the relationship between English language proficiency, the native dialect of the learner, and the learner’s reason, or motivation for learning English. English language proficiency can be an important vehicle for accessing high quality higher education, for interacting with non-Chinese, and for enhancing employment and career opportunities Data was gathered through an online survey with 985 usable responses recorded. Respondents included a distribution of speakers from five of the major distinct dialects of China. The analysis provides empirical evidence of a diversity of propensities and motivations for English language acquisition among learners from different regions and native dialects. Access to international higher education as a type of motivation is found to have a moderating effect on English proficiency. Other findings suggest that learners in regions with more historic exposure to foreign interaction are more likely to be motivated for social reasons, those from regions with export focused commerce will be motivated for business related reasons. The results of this study may be of interest to policy makers, linguists, educators, and those with an interest in socioeconomic sustainability through language acquisition and education as a method of socioeconomic mobility.

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English-Medium Instruction in European Higher Education

Cited by 93 publications

References 71 publications

“The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities

“The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities

The “Foreign TA Problem” Forty Years On

Dialects, motivation, and English proficiency: Empirical evidence from China

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