Introduction: Internationalization in Higher Education

Stigger, Elizabeth

doi:10.1007/978-981-10-8255-9_1

Cited by 7 publications

(6 citation statements)

References 35 publications

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“…EMI has spread beyond the Anglophone center to become a common addition to tertiary curricula in non-center contexts, such as Europe and East Asia (Kirkpatrick, 2014; Wächter and Maiworm, 2014). Since English is considered as a global language (Crystal, 2012), and used for teaching and learning, EMI has been introduced in tertiary education in expanding circle countries to attract students from different countries (Stigger, 2018). This is a world-wide trend, particularly in Europe where Wächter and Maiworm (2014) reported that EMI degree courses for both undergraduate and postgraduate increased over 1000% from 725 to 8089 from 2001 to 2014.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the supervisors’ writing experiences and their effects on undergraduate thesis supervisory practices: A comparison of Japanese and Swedish contexts

Fujimoto-Adamson,

Adamson,

Aida Niendorf

2024

Research in Comparative and International Education

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This study explored the effects of the writing experiences of supervisors on undergraduate English language thesis supervision, specifically focusing on the Japanese and Swedish tertiary contexts where English medium instruction (EMI) is delivered to students whose first language is not English. Employing a Collaborative Autoethnographic (CAE) approach, three teacher-researchers working at universities in Japan and Sweden jointly co-constructed their narratives about their own literacy practices in the historical development of their writing and current thesis supervision. Findings demonstrated limited influences of the teachers’ personal experiences on their practices, with social and educational norms in each country emerging as more significant factors. Particularly, the teacher-centeredness and exam-orientation were observed by the Japan-based supervisors to affect Japanese students, whereas the more horizontal relationship between students and teachers in Swedish education was reported as impacting university students’ autonomy in thesis writing. We concluded that in both tertiary EMI contexts, local embedded educational norms largely influenced teachers' supervisory practices.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring the supervisors’ writing experiences and their effects on undergraduate thesis supervisory practices: A comparison of Japanese and Swedish contexts

Fujimoto-Adamson,

Adamson,

Aida Niendorf

2024

Research in Comparative and International Education

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Section: Emi and Clilmentioning

confidence: 99%

“…The global shift towards EMI has gained increasing attention in wider Asian contexts (Kirkpatrick, 2014;Phan, 2013) and, more recently, in the Japanese tertiary context (Stigger, 2018). Several government-initiated moves to globalize Japanese universities in 2008, 2012, and 2014 projects aimed to create a workforce capable of communicating in their field globally, so universities must prepare students for such demands (Stigger, 2018). In reality, only elite universities received government funding for these projects and lower-ranking universities followed their lead to attract both domestic and international students and boost their international ranking (Kirkpatrick, 2014).…”

Section: Emi and Clilmentioning

confidence: 99%

Teachers Talking About CLIL Pedagogy: Transforming Teacher Practices Through Collaborative Autoethnography

Adamson

Christmas

2023

AM J QUALITATIVE RES

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<i>This collaborative autoethnographic (CAE) study has investigated how three tertiary-level teachers of an English language lecture preparation course in a Japanese university engaged with each other over a two-year period from 2020 to 2022 regarding their approaches to the adoption of a Content and Language Integrated Learning (CLIL) approach to syllabus design and teaching. With two new teachers based in a newly established department and the other teacher in a more established department, insights were gained through the unfolding online CAE and face-to-face discourse into their respective thoughts and motivations underpinning their pedagogical philosophies and interpretations of the CLIL approach to meet their departmental and students' requirements. Key findings revealed that teacher backgrounds and experience with CLIL, as well as institutional shifts in curriculum aims, have all directly and indirectly shaped current course design and pedagogy and revealed similarities and differences in interpretations of CLIL over time. Of significance is how the CAE itself emerged as a vital community-building forum for the teachers themselves and acted as a site for varying levels of transformation in their pedagogical practices. </i>

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“…al. (1999) and Stigger (2018) all advance a need for opportunities in the classroom for students to speak their mother tongue as they engage in critical thinking.…”

Section: Third Spacementioning

confidence: 99%

The English Language Limits Me! Connecting Third Space to Curriculum Transformation in a South African University, Expanding Epistemological Landscapes?

Kepe¹

2022

rupkatha

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Many studies were conducted on conventional colonial heritage; however, less attention examines the developing concept of curriculum decolonisation in South African universities. This paper advocates for a hybrid literacy between traditional conceptions of academic literacy and instruction for students’ sociohistorical lives, affluent and less affluent. I discuss and illustrate the hegemony of English in high-learning institutions and the post-apartheid mainstream education system. Alongside my previous work in the language field, I interrogate the impasse of language policy in high education and South African schools. This paper is an ethnographic study congruent with the interpretivism paradigm, employing the semi-structured interview for data collection. The third space supports it as a theoretical framework. It affords the provision and guidance for classroom instruction and autonomous learning modes balance, where developing new knowledge is heightened, allowing students’ voices. It is a response to the 2015-2016 student protests on South African university campuses, where several were perplexed on how to respond to the demands of the students to end violent protests against western disciplinary norms that devalue non-centre practices and themes. Biliteracy and translingualism are empathised as the concepts against ownership of language and culture, and its territorialisation, challenging the traditional contrast of ‘native’ and ‘non-native’ speakers and its connection to a particular nation-state.

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Introduction: Internationalization in Higher Education

Cited by 7 publications

References 35 publications

Exploring the supervisors’ writing experiences and their effects on undergraduate thesis supervisory practices: A comparison of Japanese and Swedish contexts

Exploring the supervisors’ writing experiences and their effects on undergraduate thesis supervisory practices: A comparison of Japanese and Swedish contexts

Teachers Talking About CLIL Pedagogy: Transforming Teacher Practices Through Collaborative Autoethnography

The English Language Limits Me! Connecting Third Space to Curriculum Transformation in a South African University, Expanding Epistemological Landscapes?

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