English-Medium Instruction Practices in Higher Education: International Perspectives

Description

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

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.

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 volume's 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 *