English Medium Instruction in the Private Universities in Bangladesh

Islam, Monjurul

doi:10.17509/ijal.v3i1.195

Cited by 31 publications

(27 citation statements)

References 23 publications

(14 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We should pause briefly here to note a lack of definition or specification regarding the construct of proficiency which in any case is referred to in various ways by different authors and even within-study. For example, Ghorbani & Alavi (2014) refer to 'English skills ', Huang (2015) refers to 'English ability ', Islam (2013) to 'English proficiency ', Francomacaro (2011) to 'language competence', and so on. This variety of terminology and lack of specification is not a trivial observation on our part if we consider it in reference to the seminal model proposed by Cummins (1979) where a distinction is made between academic and non-academic language.…”

Section: Teacher and Student Beliefs About Emimentioning

confidence: 99%

A systematic review of English medium instruction in higher education

et al. 2017

View full text Add to dashboard Cite

After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research outputs with those from other phases of education. An in-depth review of 83 studies in HE documents the growth of EMI in different geographical areas. We describe studies which have investigated university teachers' beliefs and those of students before attempting to synthesise the evidence on whether teaching academic subjects through the medium of English as a second language (L2) is of benefit to developing English proficiency without a detrimental effect on content learning. We conclude that key stakeholders have serious concerns regarding the introduction and implementation of EMI despite sometimes recognising its inevitability. We also conclude that the research evidence to date is insufficient to assert that EMI benefits language learning nor that it is clearly detrimental to content learning. There are also insufficient studies demonstrating, through the classroom discourse, the kind of practice which may lead to beneficial outcomes. This insufficiency, we argue, is partly due to research methodology problems both at the micro and macro level.at https://www.cambridge.org/core/terms. https://doi

show abstract

Section: Teacher and Student Beliefs About Emimentioning

confidence: 99%

A systematic review of English medium instruction in higher education

et al. 2017

View full text Add to dashboard Cite

show abstract

“…A description of EMI in Asian HE is presented in Table 1 below. (Banu & Sussex, 2001), where Bengali was recognized in HE as the medium of instruction with few exceptions (Hamid, Jahan, & Islam, 2013;Hamid & Kirkpatrick, 2016;Islam, 2013).…”

Section: Emi Innovation In Asian Contextsmentioning

confidence: 99%

English Medium Instruction Innovation in Higher Education: Evidence from Asian Contexts

Rahman¹,

Singh²,

Karim³

2018

The Journal of AsiaTEFL

View full text Add to dashboard Cite

“…The study conducted by Jalal, Biswas and Mukhopadhyay (2010) analyzed the web presence and visibility of websites of selected Asian countries to find out the WIF using popular search engines like AltaVista, Google, Yahoo and MSN. Islam and Alam (2011) calculated the overall and absolute WIFs of 44 private university websites in Bangladesh by examining the number of web pages and link pages by using AltaVista search engine. Jalal (2013) investigated the relationship among top 10 world universities, top 10 Asian universities and top 10 Indian universities by considering inlinks and outlinks count using Yahoo search engine.…”

Section: Literature Reviewmentioning

confidence: 99%