Medium of instruction policies and language practices, ideologies and institutional divides: voices of teachers and students in a private university in Bangladesh

Hamid, M. Obaidul; Jahan, Iffat; Islam, Monjurul

doi:10.1080/14664208.2013.771417

Cited by 75 publications

(39 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hong Kong undergraduates’ apparently limited use of spoken English in everyday social life has parallels in other Outer Circle contexts, particularly in societies such as Bangladesh (Hamid et al. : 149) and Tanzania (Mohamed & Banda : 95) in which one indigenous language predominates. Their experience also has parallels with students in early modern Europe, where Latin was the pre‐eminent language of higher learning and vernaculars such as Tuscan, Castilian and English were presumably the usual media of communication in the world beyond the quadrangle and the cloister.…”

Section: Resultsmentioning

confidence: 99%

English in Hong Kong higher education

Evans

2017

World Englishes

View full text Add to dashboard Cite

Research conducted in the late twentieth century pointed to a gulf in Hong Kong's universities between institutional medium‐of‐instruction policy, which stipulated the use of English, and lecturers’ classroom practices, which often involved the use of Cantonese to present and explain the content of English‐language textbooks and teaching materials. This article examines the findings of a study which sought to determine whether the policy‐practice divide had widened or narrowed in the past two decades under the pressure of two potentially competing forces: globalisation and decolonisation. The evidence suggests that the policy‐practice disjunction may have narrowed significantly in recent years, with most of the participants’ teachers evidently making a determined effort to instruct and interact with their students in English in lectures and seminars.

show abstract

Section: Resultsmentioning

confidence: 99%

English in Hong Kong higher education

Evans

2017

World Englishes

View full text Add to dashboard Cite

show abstract

“…What was interesting about the data from these three countries was the virtual absence of a concern to keep up with the private sector (e.g., Chapple, 2015;Dearden, 2015;Hamid et al, 2013). Of course a factor at play here is that the private sector does not have a strong foothold in Italy, but we were surprised at the lack of mention of the private factor in our Austrian and Polish respondents' comments (there are more private universities there although the respondents' institutions were both public ones).…”

Section: Discussionmentioning

confidence: 99%

“…Examples of where this private versus public battle is taking place are in Japan (Chapple, 2015) and in Bangladesh, where Hamid, Jahan, and Islam (2013) provide evidence of private sector student identities perpetuating a social divide.…”

Section: The Growth Of Emi and Its Challengesmentioning

confidence: 99%

Higher education teachers’ attitudes towards English medium instruction: A three-country comparison

Dearden

Macaro

2016

SSLLT

157

View full text Add to dashboard Cite

We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on the levels of English proficiency (theirs and those of their students) needed for effective English medium instruction (EMI). We also observed whether there were differences among the respondents from the three countries and attempted to relate any differences to the linguistic, educational and political context of each. Our findings suggest that whilst very similar concerns are in the minds of the teachers regardless of the country they were teaching in, some interesting variability in attitudes, relating to language and to history, could be detected. To our knowledge, this is the first study on EMI that compares teacher attitudes in three countries, hence its exploratory nature. Our findings would suggest that further research of such comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.

show abstract

“…Numerous studies (Hamid, Jahan & Islam 2013;Başıbek et al 2014;Kim, Tatar & Choi 2014) have cited the existence of English language only resources and/or lack of resources in the L1 of their country, as a reason to adopt EMI. This appears to be the case particularly in technology and science.…”

Section: Implementation Of Emi In Hementioning

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

Medium of instruction policies and language practices, ideologies and institutional divides: voices of teachers and students in a private university in Bangladesh

Cited by 75 publications

References 41 publications

English in Hong Kong higher education

English in Hong Kong higher education

Higher education teachers’ attitudes towards English medium instruction: A three-country comparison

A systematic review of English medium instruction in higher education

Contact Info

Product

Resources

About