English-Medium Instruction Practices in Higher Education (eBook, PDF)

International Perspectives
Redaktion: Mckinley, Jim; Galloway, Nicola

• Format: PDF

Produktbeschreibung

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

Produktdetails

• Verlag: Bloomsbury eBooks UK
• Seitenzahl: 288
• Erscheinungstermin: 30. Juni 2022
• Englisch
• ISBN-13: 9781350167865
• Artikelnr.: 64073720

Autorenporträt

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.

Inhaltsangabe

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 Nepal's 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