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Introduction: English-medium instruction in European higher education: from the North to the South
Get PDFEuropean universities have for some time been undergoing dramatic transformative processes centred on internationalization, marketization, competition and standardization (Gürüz 2008; Borhans, Cörvers and National Bureau of Economic Research 2009; Hazelkorn 2011). In non-English dominant contexts, this tends to equate with "Englishization", i.e. an increased use of English (Piller and Cho 2013; Saarinen and Nikula 2012; Phillipson 2009). Englishization affects all or most communicative activities associated with universities: research dissemination, preparation of funding bids, teaching and supervision, internal and external communication (Lillis and Curry 2010; Haberland, Lønsmann, and Preisler 2013; Grenall 2012; Llurda, Cots and Armengol 2014; Ljosland 2014). This volume focuses specifically on the issues, tensions and debates surrounding the use of English as a medium of instruction, or, as we shall also refer to it, EMI. In the context of higher education, scholars have explored EMI under different labels and with different objectives, such as Content and Language Integrated Learning (CLIL) (Wilkinson and Zeger 2007; Smit and Dafouz 2012; Dalton-Putter 2011) or English as a Lingua Franca in Academia (ELFA) (Mauranen 2014; Jenkins 2014; Seidlhofer 2011)
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English-medium instruction in European higher education: review and future research.
Get PDFThe purpose of this volume has been to give an account of the status of English as a medium of instruction in various political, geographical and ideological contexts: Northern, Southern, Eastern, Western and Central Europe, regions at different stages of EMI implementation. It is our hope that the preceding chapters have given comparative insights into some of the discussions and issues associated with EMI in European higher education. While contributors have investigated a diverse set of empirical, pedagogical and political issues, many issues remain to be addressed in more detail. In these final few pages of the volume, we briefly review some of the main issues that have arisen in the preceding chapters and the broader EMI literature and propose further directions in methodological approaches, areas, and scopes
Internationalization Through Language and Literacy in the Spanish- and English-Medium Education Context
No full textDepto. de Estudios Ingleses: Lingüística y LiteraturaFac. de FilologíaTRUEpu
Integrating Content and Language:The Role of Other Languages than English in International Universities
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Acknowledging the Role of Language in English Medium Instruction:Experiences from a Pilot Project Intervention at University of Copenhagen
No full textThis chapter discusses the development, implementation, and outcomes of a pilot project intervention aimed at improving students’ writing skills in English in an interdisciplinary English medium Master’s program at the University of Copenhagen (UCPH). The pilot project was set up as a collaborative effort between the content lecturers of a compulsory course in the program, a project coordinator from the strategic initiative that funded the pilot project, and an academic language consultant from UCPH’s language competence development center for students and staff. As an outcome of the pilot project, a feedback module has become a permanent element of the program with funding secured locally to continue the language support. This outcome was highly attributable to the content teachers’ level of engagement in the project and their awareness of both the direct and indirect roles that language plays in English medium instruction
English in Italian universities: the language policy of PoliMi from theory to practice
Get PDFIn Italy the decision of the Politecnico di Milano concerning the exclusive adoption of English in all MA and PhD courses starting from 2014 gave rise to a heated debate and triggered a lawsuit. The paper examines the arguments put forth by the advocates of the decision as well as the claims of the opponents, and analyzes the conclusions of the Court which judged the case, ruling against PoliMi. It then focuses on PoliMi's website, with a view to verifying how the policy of the institution is practically implemented. The overall structure of the site is described, with special attention for the different language versions, and then a small sample of texts concerning the presentation of courses is analyzed. The comparison between the Italian and the English versions of the texts aims to investigate the relationship between them, highlighting differences that reveal how language choices discursively reflect and construct different ideological attitudes
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English-Medium Instruction in European Higher Education
Get PDFThis volume provides a focused account of English Medium Instruction (EMI) in European higher education, considering issues of ideologies, policies, and practices. This is an essential book for academics, students, policy makers, and educators directly or indirectly implicated in the internationalization of European higher education
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