English-Medium Instruction in Higher Education

Description

This Element focuses on English-Medium instruction (EMI), an educational approach that is spreading widely and rapidly in higher education institutions throughout the world because it is regarded as a lynchpin of the internationalisation process. The main aim of the Element is to provide critical insights into EMI implementation and the results obtained so far in diverse university contexts. After defining EMI and analysing the rapid extension it has experienced, the volume tackles issues such as stakeholders' views on how EMI programmes are being implemented, the impact of teaching and learning both content and language in a foreign language, translanguaging practices in English-medium lectures, and how assessment has hitherto been addressed. Each section aims to bring to light new avenues for research. The Element wraps up with a description of the many challenges ahead. Cover Title page Copyright page English-Medium Instruction in Higher Education Contents 1 Introduction 2 Definition of EMI 3 EMI at University Level 3.1 The Spread of EMI 3.2 EMI and Multilingualism 4 Stakeholders’ Views 4.1 Lecturers’ Views 4.2 Students’ Perceptions 4.3 Administration Personnel’s Opinions 4.4 Final Remarks 5 Impact of EMI on Teaching 5.1 Are Lecturers Pedagogically Prepared to Teach EMI Courses? 5.1.1 Team Teaching 5.1.2 EMI Professional Development 5.2 Actual Use of English in EMI Classes 5.2.1 First Language Use and Translanguaging Practices in EMI 6 Impact of EMI on Learning 6.1 Language Learning 6.2 Content Learning 6.3 The Interaction between (Academic) Language Proficiency and Content Learning 7 Assessment in EMI 8 Some Key Readings 9 Conclusions References Acknowledgments