With the exponential growth of English-Medium Instruction (EMI) provision in higher education, which is rapidly outpacing empirical research, this book outlines approaches to EMI in a range of regional contexts to exemplify different interpretations of implementing EMI policy in higher education. The book provides an in-depth understanding of evolving interpretations, challenges and current policies on a global level, through the exploration of case studies from Armenia, Austria, Azerbaijan, Bangladesh, Brazil, China, Colombia, Denmark, Estonia, Ethiopia, Georgia, Hong Kong, Italy, Japan, Kuwait, Mexico, Nepal, the Netherlands, Poland, South Africa, Tunisia, Turkey and Vietnam. The case studies, which outline how EMI policy is implemented, are presented in three sections, at the national, institutional and classroom levels (macro, meso, and micro), using a variety of research tools, including policy analysis, stakeholders' conceptualisations of EMI, observations of EMI in practice and context analysis
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This book is a welcome effort and it fosters essential future interdisciplinary research on this growing global phenomenon. Researchers, policy makers, and HE administrators will find this volume a valuable addition to the growing body of scholarship relating to EMI worldwide. * Language Policy * McKinley and Galloway successfully gathered together an international team of English Medium Instruction researchers who have analysed the global and local contexts, as well as policies and practices, of EMI in a diverse range of geographical locations. The result is a most up-to-date account of EMI across the globe, with significant and far-reaching implications for the internationalization of higher education. * Li Wei, Director and Dean, Institute of Education, University College London, UK * This book is a must-read for anyone who seeks to understand the extraordinary complexity of programmes which come under the general label of EMI and the multi-faceted contexts in which they are being implemented. The volume provides multiple case studies conducted at different levels of analysis from all over the world which allows us to see the diversity of what is really happening in these different EMI contexts. * Andy Kirkpatrick, Professor Emeritus, Griffith University, Brisbane, Australia * While publications examining English-medium instruction in higher education are clearly thriving, what sets this book apart is its truly global perspective. Drawing on contributions from twenty-one different settings spanning from Bangladesh to Colombia, Austria, Mexico or Kuwait, this timely publication is the first to offer a detailed account of how EMI definitely comes in different shapes and sizes - and all worthy of study! * Emma Dafouz, Associate Professor, Department of English Studies, Complutense University of Madrid, Spain * Given the exponential interest in EMI policy implementation, this volumes focus on EMI practices is timely. Readers gain valuable insights into how policies are enacted at macro (national or regional), meso (institutional), and micro (classroom) levels. The book makes a significant contribution to applied linguistics. * Peter De Costa, Associate Professor, Department of Linguistics, Languages and Cultures, Michigan State University, USA * This edited volume is simply outstanding in its scope and coverage. Representing 21 different national and regional contexts, the contributions to the volume provide diverse and richly contextualized perspectives on English medium instruction around the globe. It is a must-read for researchers and policymakers who are serious about EMI. * Guangwei Hu, Professor of Language and Literacy Education, The Hong Kong Polytechnic University, Hong Kong *
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Presents approaches to English-Medium Instruction (EMI) practices in higher education from a number of international contexts, offering best practices and solutions to common challenges.
Introduction, Nicola Galloway (University of Glasgow, UK) and Jim
McKinley (University College London, UK)
Part I: Macro-analysis of EMI: Bangladesh, Brazil, China, Denmark, Ethiopia,
Nepal, Turkey
1. English as a Medium of Instruction in Bangladeshi Higher Education: A
Policy Perspective, Obaid M. Hamid (University of Queensland, Australia) and
Md Al Amin (Brac University, Bangladesh)
2. Brazil Trying English-Medium Instruction on for Size: Emerging Trends and
Policy, Ron Martinez (University of Arkansas, USA) and Ane Cibele Palma
(Universidade Federal do Paraná, Brazil)
3. English Medium Instruction in Mainland China: National Trends and
Institutional Developments, Sihan Zhou (Chinese University of Hong Kong,
China) and Heath Rose (Oxford University, UK)
4. The Case of Danish English-Medium Instruction Universities: An Unintended
Consequence? Kristina Hultgren (Open University, UK)
5. A Policy Analysis of English Medium Instruction Practices in Ethiopian
Higher Education, Tolera Simie (University College London, UK)
6. English Medium Instruction as Neoliberalism Endowment in Nepals Higher
Education: Policy-Shaping Practices, Pramod K. Sah (University of British
Columbia, Canada)
7. Provision for Partial English-Medium Instruction Programs in Turkish
Higher Education: All or Nothing? Kari Sahan (University of Reading, UK)
Part II: Meso-analysis of EMI: Austria, Colombia, Estonia, Italy, Poland,
South Africa, Vietnam
8. English-Medium Education in Austria: General Trends and Individual
Initiatives in Institutional Policy, Ute Smit (University of Vienna, Austria)
and Miya Komori-Glatz (WU Vienna University of Economics and Business,
Austria)
9. Profiling English-Medium Instruction in Colombian Universities: Policies
and Practices, Norbella Miranda (Universidad del Valle, Colombia) and Mario
Molina-Naar (Universidad de los Andes, Colombia)
10. A Longitudinal Perspective on Language Ideological Debates in Estonian
Higher Education: Current Trends and Tensions, Josep Soler Carbonell
(Stockholm University, Sweden)
11. English-Medium Instruction Lecturers Perceived Needs in an Italian
University: Before and After Training, Francesca Costa (Università Cattolica
del Sacro Cuore, Italy) and Roberta Grassi (University of Bergamo, Italy)
12. English-Medium Instruction in Polish Higher Education: Insights Provided
by Institutional-Level Analysis, Agata Mikolajewska (University College
London, UK)
13. Preparing South Africa Higher Education Students for Their Professions:
Finding Space for Languages alongside English, Christa van der Walt
(Stellenbosch University, South Africa)
14. English-Medium Instruction in Vietnamese Higher Education: From
Government Policies to Institutional Practices, Huong Thu Nguyen (Queensland
University, Australia)
Part III: Micro-analysis of EMI: South Caucasus, Hong Kong, Japan, Kuwait,
Mexico, Netherlands, Tunisia
15. English-Medium Instruction in the South Caucasus (Armenia, Azerbaijan,
Georgia): Listening to the Positive Voice, Andrew Linn (Westminster
University, UK)
16. Translanguaging and Trans-semiotizing in English-Medium Instruction
Tertiary Classrooms in Hong Kong: Creativity and Trans-Semiotic Agency,
Phoebe Siu (College of Professional and Continuing Education, Hong Kong) and
Angel M. Y. Lin (Simon Fraser University, Canada)
17. Success Stories from English-Medium Instruction Undergraduate Students in
Japan: Student Perceptions of Challenge and Benefit, Ikuya Aizawa (Oxford
University, UK), Samantha Curle (University of Bath, UK), Gene Thompson
(Rikkyo University, Japan)
18. Comprehension Issues in English-Medium Instruction Classrooms in Kuwait:
Public Educational Institutions, Abdullah Alazemi & Abdullah Alenezi (Public
Authority for Applied Education and Training, Kuwait)
19. English Language Proficiency Pre- and Post-Immersion Course in Mexico:
The Effectiveness of a Course for Pre-Sessional Students at a Bilingual
International and Sustainable University, Myrna Escalona Sibaja (Universidad
Tecmilenio, Mexico) and Gabriela Zamarrón Pérez (Universidad Tecnológica El
Retoño, Mexico)
20. The Englishization of Higher Education in a Dutch University Context: The
Glocalization of English-Medium Instruction, Robert Wilkinson and René
Gabriëls (Maastricht University, The Netherlands)
21. English-Medium Instruction in Tunisian Higher Education: A Desired Target
but with Uncertain Consequences, Khawla Badwan (Manchester Metropolitan
University, UK)
References
Index
Jim McKinley is Associate Professor of applied linguistics and TESOL at University College London, UK, specialising in L2 writing and internationalised higher education, especially regarding EMI.
Nicola Galloway is Publications Lead, Senior Lecturer and Programme Director in Education (TESOL) at the University of Glasgow, UK, specialising in Global Englishes and implications of English medium instruction in international higher education.
