Review and Final Thoughts: The Future of English-Medium Instruction in Turkey

Kırkgöz, Yasemin; Karakaş, Ali

doi:10.1007/978-3-030-88597-7_15

Cited by 2 publications

(3 citation statements)

References 26 publications

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“…This, indeed, can be an example of how EMI has been regarded as a part of human capital that can enhance university graduates' job prospects. Similar to some previous work in the field of EMI, obtaining a degree from an English-taught programme, together with some other factors such as internships, has been regarded as an important aspect of human capital to secure a rewarding job (Altay, 2020;Başıbek et al, 2014;Kirkgoz. 2014).…”

Section: Discussionmentioning

confidence: 90%

“…As a natural outcome of this trend, EMI in the Turkish context has been heavily investigated over these two decades (e.g., Genc & Yuksel, 2021;Kirkgoz, 2014;Özdemir-Yılmazer, 2022;Soruç et al, 2022). Most of the previous research has concentrated on investigations of EMI at the classroom level.…”

Section: Emi In the Turkish Context And Job Prospects Of Turkish Emi ...mentioning

confidence: 99%

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Perspectives of business stakeholders about EMI in Turkiye

Yuksel,

Altay

2023

JEMI

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EMI programmes have grown exponentially in various parts of the world. While the reasons for the growth in EMI programmes have been commonly discussed, the consequences or outcomes of EMI studies did not attract too much attention. Moreover, various stakeholders of EMI, such as students, lecturers, parents and administrators, have been examined, but the stakeholders in industry have received less consideration. Motivated by the necessity for a deeper investigation of the business stakeholders’ opinions about EMI, this study examined the perspectives of business stakeholders about EMI programmes and their graduates in Turkiye. Semi-structured interviews were conducted with 12 company managers and 12 human resources (HR) supervisors from a range of large, medium and small companies. Our findings revealed that recruiters perceived obtaining a degree from an English-taught programme as an important aspect of human capital taken together with other factors such as prior working experience, certificates and/or further training. Nevertheless, company managers and HR supervisors occasionally had different perspectives regarding EMI graduates’ English proficiency levels, which might be a sign of these stakeholders’ different perceptions towards EMI graduates and their language proficiency.

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Section: Discussionmentioning

confidence: 90%

Section: Emi In the Turkish Context And Job Prospects Of Turkish Emi ...mentioning

confidence: 99%

Perspectives of business stakeholders about EMI in Turkiye

Yuksel,

Altay

2023

JEMI

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“…The literature on language revival and revitalization efforts tends to concentrate on the medium of instruction (MOI) in secondary school settings, which are seen as the ultimate sites for the production of new speakers (e.g., Chevalier, 2017;Heidemann, 2014;Malone, 2003;McCarty, 2008;Todal, 2018). The research on MOI in higher education (HE) predominantly focuses on the implementation of English as a Medium of Instruction (EMI) programs (e.g., Baker & Hüttner, 2017;Breeze & Guinda, 2021;Curle et al, 2022;Dearden, 2014;Doiz et al, 2012;Hu & Lei, 2014;Kirkgöz & Karaka, 2022;Rose & McKinley, 2018;Wilkinson & Gabriëls, 2021) and pressure of EMI on medium-sized and minority languages and local cultures (Coleman, 2006;Parera, 2018;Ram, 2018;Rose & Galloway, 2019;Tsui & Tollefson, 2003;Vila & Bretxa, 2014).…”

Section: Language Revitalization and Maintenance In Hementioning

confidence: 99%

Language Revitalization: Challenges for Kazakh in Higher Education

Kucherbayeva,

Smagulova

2023

Journal of Eurasian Studies

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This paper is an initial attempt to evaluate the challenges of promoting a new national language as a medium of instruction (MOI) in a post-socialist higher education (HE) context. In the case of Kazakhstan, the choice of MOI is perceived as a key tool to strengthen national identity and resist domination of Russian; in higher education sector language policies are constructed to foster cultural independence which translates into establishing Kazakh as a full-fledged medium of academia. Drawing on the historical-structural approach (Tollefson, 1991, 2013), we analyze the ideologies and practices of university students studying in Kazakh. Findings from audio-recorded interviews suggest that implementing Kazakh-medium instruction policies face numerous pragmatic and ideological challenges, such as a dearth of teaching and learning resources in Kazakh and lack of Kazakh-speaking faculty. This study contributes to scholarship on language revitalization in the context of tertiary education.

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Review and Final Thoughts: The Future of English-Medium Instruction in Turkey

Cited by 2 publications

References 26 publications

Perspectives of business stakeholders about EMI in Turkiye

Perspectives of business stakeholders about EMI in Turkiye

Language Revitalization: Challenges for Kazakh in Higher Education

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