Resistance to EMI in the Netherlands

Gabriëls, René; Wilkinson, Robert

doi:10.1007/978-3-030-47860-5_3

Cited by 9 publications

(2 citation statements)

References 18 publications

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“…Similar studies are necessary to examine the effectiveness of the EMI policy in other countries where such programs are popular, such as Japan, France, and the Netherlands [see]. [27][28][29] The study explored the use of EMI in the Arab Gulf Region to teach and learn healthcare subjects in higher education. In the Gulf region, researchers and policymakers should investigate and examine the effectiveness of EMI in higher education to improve the quality of education.…”

Section: Discussionmentioning

confidence: 99%

English or Arabic in Healthcare Education: Perspectives of Healthcare Alumni, Students, and Instructors

Alhamami¹,

Almelhi²

2021

JMDH

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Background Using English as a medium of instruction (EMI) in non-English speaking countries to teach healthcare subjects has been questioned in various international healthcare educational contexts, despite the numerous benefits it offers to students and institutions. Purpose The present study collected data to examine the impact of the EMI policy and analyze the experiences of students and instructors in a healthcare course in Saudi Arabia. Methods The study used three instruments: alumni records (n = 3,044), instructors’ questionnaires (n = 134), and students’ questionnaires (n = 358). The participants were from different majors in five colleges at a Saudi University: College of Medicine, College of Dentistry, College of Pharmacy, College of Nursing, and Applied Medical Sciences. Results The results of alumni data from healthcare colleges of the last five years revealed that the cumulative grade point average (GPA) can be predicted by the first semester grades of the students in the intensive English proficiency program. The results of the questionnaires indicate that the healthcare students’ perspectives and healthcare instructors’ views demonstrate that using EMI to teach healthcare subjects presents certain obstacles that have a negative impact on students’ academic achievement, especially if the students lack fluency in English. Conclusion Policymakers should focus on improving the English proficiency of students and provide ongoing English language learning opportunities for the complete duration of the healthcare programs.

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Section: Discussionmentioning

confidence: 99%

English or Arabic in Healthcare Education: Perspectives of Healthcare Alumni, Students, and Instructors

Alhamami¹,

Almelhi²

2021

JMDH

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“…Research on internationalisation is mainly concentrated on the structural effects on universities (Breetvelt 2018;Edwards 2020;Phillipson 2006;Wilkinson 2013;Altbach and Knight 2007;Haines and Dijk 2016), students' academic performance and resistance to internationalisation (Gabriëls and Wilkinson 2020;Wilkinson and Gabriëls 2021), English accents and linguistic discrimination in higher education (Hendriks, van Meurs and Reimer 2018;Nejjari et al 2020), and international instructors' teaching and experience in the classroom setting (De Haan 2014). However, while universities are educational institutions, they are also workplaces for faculty members.…”

Section: Introductionmentioning

confidence: 99%

A glass ceiling in the educational labour market

Lee

2023

JLD

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This paper examines the new Dutch language policy for international instructors in Dutch universities and its impact on their careers. While the policy aims to make Dutch higher education bilingual, the paper argues that it acts as a barrier to career advancement and a glass ceiling for international instructors. The study is based on semi-structured interviews with international instructors at the University of Groningen. The findings suggest that the language requirement creates tensions around policy implementation and actual practices at the university. The paper contextualises the study within the broader context of internationalisation in Dutch higher education and the use of language as a labour-control mechanism. The paper concludes with policy recommendations that aim to create a fairer workplace in higher education. It contributes to the literature on internationalisation in higher education and highlights the need for further research on the experiences of international instructors.

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