This book is Volume 2 of The Linguistic Landscape of Higher Education Internationalisation, a project examining the implementation of English as a Language of Globalization and Internationalization (ELGI), a term introduced here to describe countries in Asia, Latin America, and the Middle East where English is neither a heritage nor official language. The volumes explore Englishisation through the lenses of identity, local languages, and culture, while also highlighting stakeholder resistance and grassroots experiences of students and teachers. Attention is given to language policy, emphasizing legal and ethical dimensions, alongside the impact of digitalization, online learning, and technology on language use.
Volume 2 focuses on pedagogical and professional applications of English in higher education, with emphasis on EMI, CLIL, and skills development for teachers and students. Volume 1 addresses linguistic landscapes, language policy, and Englishs interaction with local languages. This book will be relevant to researchers, academics, students, and educators in international education, language policy, Englishisation, and applied linguistics.
Chapter 1: Introduction.
Chapter 2: Englishization of Higher Education
in Sri Lanka.
Chapter 3: Rethinking Internationalization Navigating the
Dynamics of Englishisation Culture and Community in Higher Education.-
Chapter 4: English as a Vehicle for Internationalization of HE in Colombia.-
Chapter 5: Japanese HE Internationalization via EFL Teaching Assistants
Practices.
Chapter 6: Investigating the challenges of EMI in Japanese HE.-
Chapter 7: The Impact of English-Only Education in South Korea Perspectives
from Professors and Students.
Chapter 8: EMI Teachers in European Coastal
Linguistic Contexts Lived Experiences.
Chapter 9: The Challenges of Equity
and Equality in English Education in Azerbaijan.
Chapter 10: Decolonizing
EFL Instruction by Empowering Teacher.
Chapter 11: Integrating CLIL into
Health Science Education The Turkish Higher Education Experience.
Chapter
12: A Training Model for ELF-EMI Teacher Development in Fine Arts in Southern
Spain.
Chapter 13: Englishization, digital exposure, and social networks
Shaping Vietnamese students motivations for international mobility.
Chapter
14: EMI Students Readiness A Systematic Literature Review.
Chapter 15:
English Language and Employability in India Exploring the
Interconnectedness.
Chapter 16: Outcomes of EMI Programs for Non-Anglophone
Postgraduates Evidence from Mongolia and Japan.
Chapter 17: Japanese
University Students and US Immersion Programming Developing English
Competence and Global Perspectives.
Chapter 18: Conclusion.
Tamilla Mammadova is an Associate Professor and the Coordinator of the Academic Writing & Information Literacy Program at ADA University, Azerbaijan. She earned her PhD from the University of Santiago de Compostela, Spain. She has authored academic books and scholarly articles, serving as an editor for various journals and edited volumes.
Samantha Curle is a Reader in Education at the University of Bath, UK, and Director of MRes programs in the HSS Faculty and Institutional Academic Lead for the SWDTP. Her research focuses on EMI and academic achievement in multilingual higher education. She is globally funded and ranked the worlds top EMI scholar by SciVal.
Dogan Yuksel is a Professor of TEFL at Kocaeli University, Türkiye, and a Research Fellow and Project Manager on the UKRI-funded ELEMENTAL project at The Open University, UK. Areas of interest include Classroom Discourse and EMI published in Applied Linguistics, Higher Education, Linguistics and Education, Applied Linguistics Review, System, and other journals.
Todd J. Allen is an Associate Professor in the Faculty of Foreign Language Studies at Kansai University, Japan. He holds a PhD in Applied Linguistics from the University of Queensland, Australia. His work examines Japanese hospitality sociopragmatics, academic writing, and intercultural education which appear in East Asian Pragmatics, Japanese Studies, RELC and other journals.
