English Medium of Instruction at Higher Education: Advancing Understanding of the Phenomenon

Earls, Clive W.

doi:10.1057/9781137543127_8

Cited by 63 publications

(95 citation statements)

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“…Several definitions of EMI have been proposed, including: “the use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions where the first language of the majority of the population is not English” (Macaro, 2018: 35) and “settings where English is the language used for instructional purposes when teaching content subjects although not itself the subject being taught, and also a second or additional language for most participants in the setting…” (Pecorari and Malmström, 2018: 499). Although the growth of EMI is a global phenomenon, it is more widely used in private rather than public education (Dearden, 2015: 6) and is part of the broader role of English as a lingua franca, particularly in the academic domain (Galloway et al, 2017). Reasons for the choice of EMI may include:…”

Section: English-medium Instruction Todaymentioning

confidence: 99%

A Typology of English-Medium Instruction

Richards

Pun

2021

RELC Journal

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The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrated learning, immersion education, theme-based language teaching, and bilingual education, but it is referred to in this paper as English-medium instruction (EMI). The expansion of EMI worldwide has resulted in many different forms of EMI, as well as some confusion as to how they differ. In addition, a number of different forms of EMI may occur in the same school or institution, area, or country. The different forms of EMI can be usefully classified in the form of a typology. A typology provides a basis for objective and quantifiable accounts of the characteristics of EMI in different situations. The present typology describes 51 features across 10 curriculum categories, which were identified when comparing different forms and realizations of EMI. It highlights the many different dimensions of EMI that are involved in describing, planning, or evaluating EMI.

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Section: English-medium Instruction Todaymentioning

confidence: 99%

A Typology of English-Medium Instruction

Richards

Pun

2021

RELC Journal

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“…The predominant approaches in these teaching contexts in which English is used as the vehicular or instructional language are EMI (English-Medium Instruction) and CLIL (Content and Language Integrated Learning). Dearden (2016) states that:…”

Section: Clil Methodologymentioning

confidence: 99%

Effect of the implementation of CLIL and KNOWMAD competences on students' motivation in higher education

Benito

Zapatero

Naranjo

et al. 2020

J. engl. stud. (Logroño, internet)

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The development of language skills in a second language as well as knowmad skills are key to the future employability of students. This research aims to analyze the impact of the introduction of a specific methodology implying the development of both types of skills on the student’s motivation and satisfaction in order to foster the development of a bilingual itinerary. The methodology is based on Content and Language Integrated Learning (CLIL) and the sample involved 227 students of the Degrees in Tourism of the University of Córdoba (Spain). Through a model of structural equations, the data analysis revealed that the development of language skills in an L2 and the development of knowmad skills had a significant direct effect on the students’ motivation towards learning a second language. The indirect effect of the development of these skills on the students’ satisfaction with the teaching experience was also significant.

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“…(Galloway et al, 2017;Galloway & Rose, 2018) How do students cope with the difficulties of studying decontextualized content while needing to improve their English competence? (Dearden, 2016) These questions must be addressed since the growing number of international institutions adopting EMI policies outpaces empirical research about the subject (Galloway & Numajiri, 2019). However, the current EMI discussion underestimates students' belief that English has priority over their L1.…”

Section: Introductionmentioning

confidence: 99%

A Rhizomatic Analysis of the Korean EMI Experience: A Report on Shifting Attitudes towards English as a Medium of Instruction in South Korea

Reyes

2023

Acad. J. Interdiscip. Stud.

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This study investigates the EMI (English as a Medium of Instruction) experience of nursing students in South Korea. From a questionnaire, two-thirds of the participants reported that English should be the primary language of instruction, even when the same number of students preferred L1 as their collaboration medium. In response to the current literature on the Korean EMI experience, this paper adopts an original application of Deleuze and Guattari's ideas in its qualitative analysis of Korean EMI to understand better why students would choose English over their L1. Instead of explaining the contradictions in EMI learning with neoliberal and capitalist critiques, the contribution of this paper is to illustrate the heterogeneity and the transformative shifts in Korean higher education and the specific function that students have in engendering new forms of identities through EMI praxis. Received: 21 December 2022 / Accepted: 3 February 2023 / Published: 5 March 2023

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English Medium of Instruction at Higher Education: Advancing Understanding of the Phenomenon

Cited by 63 publications

References 0 publications

A Typology of English-Medium Instruction

A Typology of English-Medium Instruction

Effect of the implementation of CLIL and KNOWMAD competences on students' motivation in higher education

A Rhizomatic Analysis of the Korean EMI Experience: A Report on Shifting Attitudes towards English as a Medium of Instruction in South Korea

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