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"English-medium instruction"
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English-medium instruction in higher education in the Middle East and North Africa : policy, research and pedagogy
\"English-Medium Instruction (EMI) is a rapidly growing global phenomenon in countries where English is a second or foreign language. This book focuses on empirical research studies conducted on this growing trend in the Middle East and North Africa, an under-researched area with regards to the effects and challenges of the implementation of EMI in higher education. The contributors are researchers with first-hand experience in countries in the region, including Iran, Kuwait, Morocco, Oman, Saudi Arabia, Sudan, and Turkey. Each chapter follows a consistent structure, allowing comparisons to be drawn between policies and practices in different countries. Topics covered include investigating perceptions and attitudes of both students and lecturers, opportunities and challenges afforded by EMI, as well as the evolution of EMI practices. By exploring these issues, through the lens of a decolonial critical approach, this volume informs theory underlying research into the phenomenon of EMI in the region.\"-- Provided by publisher.
Book
Contemporary Perspectives on English As a Medium of Instruction
This volume explores English Medium Instruction (EMI) in non-English-speaking countries, examining its growth, government support, and diverse perspectives. It identifies strengths and shortcomings of EMI programs, ideologies, and methodologies, offering evidence-based implications for practice, policy, and research.
eBook
Significance of L2 and L3 Motivation in the Context of an English-Taught Program: A Preliminary Study at a Japanese University
This study explores the motivation of international students who simultaneously studied L2 English and L3 Japanese while learning in an English-taught program specializing in policy studies at a Japanese university. Data were collected from five participants using semi-structured interviews, motivation graphs, a biographical questionnaire, and the program’s application form to examine how international students chose the program and the trajectories of their motivations to learn English, Japanese, and policy studies. The results show that all participants had rich experience in learning English and/or intercultural contacts before coming to Japan. Although two participants wanted to live in Japan to learn the language, three had no specific aim of studying abroad. The students’ motivation to learn English was enhanced when their study became more advanced, but their motivation to learn Japanese was more varied and complex. Although sustaining the motivation to learn Japanese over time seemed demanding, one of the participants invested more time in learning Japanese than English. This study highlights that exploring students’ disposition of motivation and international orientation can be beneficial, especially in uncovering why and how students can sustain their motivation to learn Japanese for academic purposes. Furthermore, it could indicate future directions for such programs.
Journal Article
The expansion of English-medium instruction in the Nordic countries
Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic countries to be at the forefront of this trend towards English-medium instruction (EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark, Finland, Norway and Sweden). We present the educational setting and the EMI debate in each of these countries and summarize relevant research findings. We then make some tentative suggestions for the introduction of EMI in higher education in other countries. In particular, we are interested in university language policies and their relevance for the day-to-day work of faculty. We problematize one-size-fits-all university language policies, suggesting that in order for policies to be seen as relevant they need to be flexible enough to take into account disciplinary differences. In this respect, we make some specific suggestions about the content of university language policies and EMI course syllabuses. Here we recommend that university language policies should encourage the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinary-specific language-learning outcomes.
Journal Article
English self-efficacy and attitudes toward English-medium instruction among university lecturers in Algeria: A quantitative analysis
English-medium instruction (EMI) has become a central strategy in the internationalisation of higher education worldwide, yet many university lecturers report limited English proficiency as a critical barrier. This limitation not only hinders effective content delivery but also raises serious concerns about its negative impact on lecturers' attitudes toward EMI and their overall professional readiness to implement it. This research examines Algerian university lecturers' attitudes toward EMI and their self-efficacy in reading, writing, speaking, and listening. It also examines how these constructs vary across academic disciplines, primary language of instruction, age, teaching experience, and gender. A quantitative research approach was adopted using a large-scale cross-sectional online survey (N = 1080) conducted across multiple public universities in Algeria. Descriptive and inferential statistical analyses were employed to address four research questions. The findings of this research reveal moderately positive attitudes toward EMI alongside markedly low English self-efficacy, particularly in speaking and listening. Significant differences in both constructs emerged according to academic discipline, primary language of instruction (Arabic vs. French), and gender, with science and technology lecturers and those from French-medium backgrounds exhibiting greater readiness. Furthermore, a substantial positive correlation was observed between English self-efficacy and EMI attitudes. These findings highlight the critical interplay of psychological, disciplinary, and sociolinguistic factors in shaping EMI readiness. They underscore the need for targeted, context-sensitive professional development initiatives and policy measures to enhance lecturers' linguistic competence and foster sustainable support for EMI in Algerian higher education.
Journal Article
English-medium instruction and self-governance in higher education
As neoliberal ideals of deregulation, accountability, quality and financial autonomy take hold of education worldwide, higher education institutions (HEIs) in developing economies are adopting strategies to improve educational quality; attract local and international students; enhance institutional ranking and global competitiveness; and, more critically, increase their income. These strategies include internationalising education and developing partnerships with high-ranking universities, particularly those in English-speaking countries. Introducing English as a medium of instruction (EMI) has been a key element of these strategies. Using language-in-education planning as an analytical framework, this study investigates how a Vietnamese public university deployed EMI as a strategy to navigate through the new regime of institutional autonomy (IA) mandated by the government in the context of neoliberal approaches to HE reform. We argue that this top-down policy reform challenged Vietnamese universities to find ways to become autonomous. Although the pursuit of autonomy may lead to financial success, it may also result in HEIs not giving due consideration to questions of educational quality. Furthermore, in the absence of adequate structural planning, IA may have a negative impact on HEIs and the HE system in the country.
Journal Article
Multilingual practice and multilingual selves: A mixed-method study of EMI international students in Japan
The utilization of English-medium Instruction (EMI) has become increasingly prevalent in Japanese higher education as a means of promoting internationalisation. International students who come to study in Japan are likely to encounter unforeseen multilingual situations where they are forced to learn the local language. This study employed a mixed-methods investigation comprising both quantitative and qualitative elements to examine the relationship between EMI international students and the local language they have acquired, as well as the multilingual selves they have constructed through this process. A questionnaire-based quantitative survey completed by 178 participants investigated the acquisition and use of the Japanese language by EMI international students and to identify any barriers they encountered during this process. In the second phase, a multi-case qualitative study was conducted to gain a deeper understanding of the multilingual selves of international students. Four participants took part in in-depth semi-structured interviews. The findings of this study indicate that EMI international students do not possess a holistic understanding of a certain language, but they could achieve holistic communication with all the linguistic resources they possess. Policy recommendations for language education and language support in EMI settings have been proposed for practitioners and stakeholders in the academic community to ensure that language proficiency is optimized to enhance effective teaching and learning outcomes.
Journal Article
Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach
This study explored the prioritization of English-medium instruction (EMI) teachers’ needs for faculty development and institutional support by applying a best–worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraints (e.g., time, budget, and teachers). This study also investigated how teachers’ needs for institutional support differ by English language competence and EMI teaching experience and their relationship with EMI programs (e.g., full-time or adjunct). Questionnaire surveys administered to 38 EMI teachers revealed that, overall, faculty development (FD) program menus training teaching styles, speaking skills, communication skills, and respecting the diversity of students should be prioritized such that it varies depending on the teachers’ English language competence levels but not their teaching experience. Irrespective of their relationship with EMI programs, the recognition and appreciation of their burdens, efforts, and contributions is most needed. There are noticeable differences based on their position over the necessity of pedagogical guidelines, teaching load, and economic incentive.
Journal Article
Japan's English-medium instruction initiatives and the globalization of higher education
This article analyzes a recent initiative of Japan's Ministry of Education, which aims to internationalize higher education in Japan. The large-investment project \"Top Global University Project\" (TGUP) has emerged to create globally oriented universities, to increase the role of foreign languages in higher education, and to foster global human resources. The TGUP identifies 37 universities: 13 as \"top global universities\" intended to compete in the top 100 university world rankings and 24 \"global traction universities\" intended to lead the internationalization of higher education in Japan. Despite the substantial funding behind this initiative, little research has been conducted to evaluate the potential impact of this policy on language planning in higher education in Japan. This paper addresses this gap in its exploration of the TGUP, including key changes from previous internationalization policies. It then presents an analysis of publicly available documents regarding the policy, collected from all 37 of the participant universities. Findings indicate a positive departure from older policy trends and the emergence of flexible, unique forms of English language education in Japan's universities. (HRK / Abstract übernommen).
Journal Article
Equity and Epistemic Justice of English-Medium Instruction in the Middle East and North Africa: A Critical Realism Perspective
Higher institutions of learning are dominated by the English language. This paper interrogates equity and epistemic justice posed by the dominance of English-medium instruction in educational institutions. It argues that the processes of internationalisation and globalisation work in complicity with neocolonialism, perpetuating the subjugation of local languages and barring access to knowledge for the majority. The underpinning arguments are based on the realities of six Middle Eastern institutions of higher learning and six in Africa. The study is contextualised in the educational policy transformation imperatives that adopt English-medium instruction. The paper has adopted critical realism in order to highlight the epistemic injustice and linguistic inequality resulting from the hegemony of the English language. Uncritical adoption of the English language perpetuates injustices suffered by the users of other languages. The paper highlights epistemic access challenges in the context of knowledge economies. The main argument is that English-medium instruction is responsible for the troubles of epistemic access because it serves the aspirations of the minority elite at the expense of the majority.
Journal Article