English — the new Latin of academia? Danish universities as a case

Mortensen, Janus; Haberland, Hartmut

doi:10.1515/ijsl-2012-0045

Cited by 29 publications

(28 citation statements)

References 2 publications

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“…In Europe, and partly through the ERASMUS, SOCRATES, and LEONARDO programs, its growth has been fueled by the push to promote a multilingual Europe (Ali, 2013;Aguilar, 2015). Additionally, EMI is seen to support economic objectives related to raising university revenue by drawing both local and international students to the university (Mortensen & Haberland, 2012). Quality indicators and international rankings are also an important reason for its growth (Gazzola, 2012;Cots, Lasagabaster, & Garrett, 2012).…”

Section: Introductionmentioning

confidence: 99%

Is EMI Enough? Perceptions from University Professors and Students

Corrales¹,

Rey

Escamilla

2016

laclil

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Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new.Keywords: English medium instruction; intercultural education; international education; higher education. CORRALES, PABA REY, SANTIAGO ESCAMILLA ¿Es suficiente el uso del inglés como medio de instrucción?Percepciones de estudiantes y profesores universitarios ResumenLa internacionalización de la educación superior tiene como objetivo el desarrollo de competencias interculturales e internacionales (CII) y el desarrollo de la lengua extranjera. Para lograr esto, las universidades en todo el mundo han implementado estrategias como la enseñanza de materias y contenidos en inglés, también conocida como el uso del inglés como medio de instrucción (en inglés: EMI). Sin embargo, hay aún escasa investigación sobre los aspectos positivos y negativos relacionados con la implementación de este enfoque en América Latina. Por esta razón, este estudio de caso explora las percepciones de un grupo de profesores de ciencias de la computación, de estudiantes y del administrador del programa en una universidad colombiana, en relación con el uso de este enfoque en el aprendizaje de contenidos y lengua y el desarrollo de las competencias interculturales e internacionales. Los resultados del estudio indican que la implementación de esta iniciativa ofrece beneficios, pero también plantea algunos retos. Por lo tanto, se generan algunas recomendaciones que conciernen a la institución como tal, a los profesores y los estudiante y se plantean algunos elementos del enfoque AICLE para apoyar el aprendizaje. Se espera que estos resultados contribuyan al análisis de la discusión del enfoque AICLE y EMI, especialmente en América Latina, en donde esta práctica es relativamente nueva.Palabras clave: inglés-medio de instrucción; educación intercultural; educación internacional; educación superior. 320O uso do inglês como meio de instrução é suficiente? Percepções de estudantes e professores universitários ResumoA internacionalização do ensino superior tem...

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Section: Introductionmentioning

confidence: 99%

Is EMI Enough? Perceptions from University Professors and Students

Corrales¹,

Rey

Escamilla

2016

laclil

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“…In fact, the predominance of English-medium university programs since 1999-2000 has been documented in European contexts such as Finland (Saarinen, 2012), Italy (Gazzola, 2012), and Denmark (Mortensen & Haberland, 2012).…”

Section: Introductionmentioning

confidence: 99%

Implementing English as a medium of instruction in a Ukrainian University: Challenges, adjustments, and opportunities

Goodman

2014

International Journal of Pedagogies and Learning

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English as a medium of instruction (EMI) programs are an increasing phenomenon in European universities. This paper takes an ethnographic approach to understanding the impact of EMI on pedagogy in a private university in eastern Ukraine. Fieldwork was conducted over the 2010-2011 academic year in 9 English-medium and 3 Russian-medium classes. Data indicated that EMI education posed staffing challenges, as teachers were either language experts with low content knowledge or were content experts with anxiety about their English language skills. In addition, it was at times difficult to obtain textbooks and other print resources in English. Some teachers found teaching in a foreign language necessitated adjustments to speaking pace, discipline, and general classroom discourse. Despite these issues, teachers and students saw teaching and learning in English as a worthwhile opportunity.

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“…This is true in that universities are international in as much as their knowledge base is international: scientific disciplines and research have an international (or at least universal) basis (Haapakorpi and Saarinen 2014;see Clark 1983 for a discussion of on the fundamentals of disciplines; Becher and Trowler 2001 on the nature of disciplines). However, universities are also strongly national institutions with a role in nation building particularly in the first half of the nineteenth century (Anderson 1991;on Finland, see Välimaa 2012; on Denmark, see Mortensen and Haberland 2012), as first periods of massification of higher education in the 1800s broke the academic independence of universities and tied them more closely to the nation states and their knowledge needs. In other words, universities are as much results of their disciplinary internationalization as their organizational nationalism.…”

Section: Language Indexing National and International Roles Of Highermentioning

confidence: 99%

Policy is what happens while you’re busy doing something else: introduction to special issue on “language” indexing higher education policy

Saarinen¹

2016

High Educ

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Traditionally, language has had three functions in higher education. It has been seen as a medium of teaching; as a means of archiving knowledge in different text depositories like books and libraries; and as an object of theoretical study (Brumfit 2004, 164). Brumfit's typology acknowledges the fact that language somehow crosses the everyday experience of everyone working, studying or otherwise engaged at universities-in other words, in knowledge production.In recent years, however, two major trends in higher education policies have challenged Brumfit's classification and called for attention to language in a new way: internationalization and globalization policies on the one hand, and knowledge society and knowledge economy policies on the other. Both internationalization (with its connotations to intercultural linguistic contact and communication) and knowledge economy or knowledge society (composed of the informational and cultural contents of immaterial labour; Williams 2010) are highly language-intensive phenomena. This highlights the need to rethink the role of language 1 in when practices and policies of higher education are studied. Empirically, language in higher education policy research has been studied mainly in the context of internationalization, in the frame of Brumfit's first category of language as a medium of teaching. In Higher Education, 35 articles have in the years 2000-2014 somehow focussed on language. However, majority of these lack the policy dimension, and deal with English language learning in the context of internationalization, and the (usually

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English — the new Latin of academia? Danish universities as a case

Cited by 29 publications

References 2 publications

Is EMI Enough? Perceptions from University Professors and Students

Is EMI Enough? Perceptions from University Professors and Students

Implementing English as a medium of instruction in a Ukrainian University: Challenges, adjustments, and opportunities

Policy is what happens while you’re busy doing something else: introduction to special issue on “language” indexing higher education policy

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