Language policies in the context of German higher education

Erling, Elizabeth J.; Hilgendorf, Suzanne K.

doi:10.1007/s10993-006-9026-3

Cited by 72 publications

(42 citation statements)

References 8 publications

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“…The other two elements, the students' and instructors' English proficiency, have been noted by researchers the most over the past decade (Cho, 2012;Erling & Hilgendorf , 2006;Kang & Park, 2005;Kim, 2002;Kong & Hoare, 2012;Witty, 2008 This analytic framework for EMI shown in Figure 4, visualizes how these three elements might interact with each other and presents three-dimensional framework which has eight discernible domains. This framework can be used to examine each class in terms of the three elements, so that EMI is confirmed useful.…”

Section: An Analytical Framework For Emimentioning

confidence: 99%

“…These conditions include the speaking ability of the instructors; practicalities of the programs; linguistic and academic assistance for the students; and systematic services for nonnative instructors (Cho, 2012;Kang & Park, 2005;Kim, 2002;Kong & Hoare, 2012;Witty, 2008). Erling and Hilgendorf (2006) took a close look at EMI's impact at a German university. According to their study, the most important problems in EMI implementation included (1) students' and some instructors' inadequate language skills and (2) insufficient opportunities for appropriate language training, particularly for those in need.…”

Section: Internationalization Of Higher Education and English-medium mentioning

confidence: 99%

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Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

Im¹,

Kim²

2015

IES

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Although researchers agree with the strengths of an English-medium instruction (EMI) in addressing internationalization of a non-English higher education (HE) context, its implementation in classrooms has been widely criticized, mostly because of ineffective delivery of course content and a lack of evidence of English improvement. Grounded upon a critical review of the current state of internationalization of Korean HE and the subsequent examination of supplementary interview data from 15 college students who have taken EMI courses, this study proposes a model which integrates critical factors of EMI into one framework. This model aims at guiding the EMI policy from initiation to implementation. A major feature of this model is blended learning as a strategy to address the shortcomings of current EMI in this context and to facilitate the allocation of diverse online materials to scaffold EMI instruction. The benefits of the approach are presented from the perspectives both of policy-makers and of classroom participants.

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Section: An Analytical Framework For Emimentioning

confidence: 99%

Section: Internationalization Of Higher Education and English-medium mentioning

confidence: 99%

Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

Im¹,

Kim²

2015

IES

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“…" Hoell et al (2009) argue that, given student retention and degree-credit transfer confusion, Bologna has not yet accomplished its mission. Erling and Hilgendorf (2006) suggest that the imposition of English as the common EU language has caused an "Englishization of the domain" (273).…”

Section: Literature Reviewmentioning

confidence: 99%

Changed Academic Relationship Between Professors and Students at Uni Potsdam: Impact of Bologna 2011–2012

Hairston

2015

The European Higher Education Area

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“…Another indicator in Singaporean higher education, Rondinelli and Heffron (2007) reported that there are few research studies or theories that are available to support, or to help in, skills development. While financial considerations remain problematic to the successful reform and internationalization of German institutions of higher education, improved quality of European universities and the successful implementation of international programs require unambiguous recommendations in terms of language planning and pedagogy (Erling & Hilgendorf, 2006). However, they added that the most significant apprehension over instituting university courses that use English as a medium of instruction is that students and faculty members may lack the language competencies.…”

Section: Barriersmentioning

confidence: 99%

Efforts for Internationalizing Rajamangala University of Technology Lanna (Rmutl) in Thailand in the Asean Era: a Qualitative Case Study

Moussa¹,

Somjai²

2014

EDUCATION

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The internationalization processes of numerous schools in the Association of Southeast Asian Nations region have grown exponentially over the past few years. This study is designed to explore fundamental approaches and enhance efforts needed to internationalize a large public university in Northern Thailand, Rajamangala University of Technology Lanna. Additionally, a qualitative approach and purposive sampling were applied in this study to gain rich perspectives from the in-depth qualitative interviews with 20 executives, 17 of whom are in top management at Rajamangala University of Technology Lanna. One participant is the former director of the Southeast Asian Ministers of Education Organization, and two participants are executives in Thai higher education institutions. Hence, we engaged in a qualitative case study in Rajamangala University of Technology Lanna to illustrate and extend current theory and research concerning internationalization of universities, both in the Association of Southeast Asian Nations region and elsewhere. Furthermore, we present a proposed model with 10 essential elements to internationalize educational institutions in the Association of Southeast Asian Nations community era. Lastly, we provide recommendations for further studies and for administrators in Thai and Association of Southeast Asian Nation universities along with suggested activities and their purposes for administrators.

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Language policies in the context of German higher education

Cited by 72 publications

References 8 publications

Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

Changed Academic Relationship Between Professors and Students at Uni Potsdam: Impact of Bologna 2011–2012

Efforts for Internationalizing Rajamangala University of Technology Lanna (Rmutl) in Thailand in the Asean Era: a Qualitative Case Study

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