| Description |
1 online resource (70 pages) |
| Series |
Elements in language teaching |
|
Cambridge elements. Elements in language teaching.
|
| Contents |
Introduction -- Definition of EMI -- EMI at University Level -- The Stakeholders' Views -- Impact of EMI on Teaching -- Impact of EMI on Learning -- Assessment in EMI -- Some Key Readings -- Conclusions |
| Summary |
"Introduction The current role of English as the main academic lingua franca is beyond any doubt. The epitome of this linguistic hegemony can be seen in the increasing number of universities the world over that are offering English-Medium instruction (EMI) among their course options. The mushrooming of EMI is inextricably linked to universities' desire to attract international students, teaching staff and researchers, to increase mobility, to augment revenue, to climb up education ranking systems, to improve English proficiency and, last but not least, to enable graduate students to use English effectively in the workplace of the 21st century. At a time when internationalisation has become a mantra in the discourse of higher education institutions, EMI represents one of the most preeminent tools in university language policy in order to achieve the aforementioned internationalisation-related objectives (Doiz, Lasagabaster, & Sierra, 2013a; Kirkpatrick, 2011a; van der Walt, 2013). Altbach and Knight (2007) define internationalisation as the policies and practices undertaken by academic systems and higher education institutions to tackle the global academic environment. Yet, this international drive is not something new, as it stems from these institutions' medieval origins in Europe and their desire to attract both faculty and students from diverse countries. The main difference with any previous period, however, has to do with its scale, as this torrent has never been seen before in history and its surge in the last two decades is unparalleled. In this context, Englishisation (the use of English in educational contexts where local languages were previously used) has become such a global trend that Macaro (2018, p. 300) considers that little can be done "to halt the express train of EMI." Chapple (2015, p. 1) has defined it as "a 'galloping' phenomenon now 'pandemic' in proportion", a quite telling expression in the current COVID-19 situation, while Block and Khan (2021: 7) put it down to a "resigned general sense of TINA (there is no alternative).""-- Provided by publisher |
| Bibliography |
Includes bibliographical references |
| Notes |
Description based on online resource; title from digital title page (viewed on August 26, 2022) |
| Subject |
English-medium instruction.
|
|
Academic language.
|
|
Academic language.
|
|
English-medium instruction.
|
| Form |
Electronic book
|
| LC no. |
2022032126 |
| ISBN |
9781108903493 |
|
1108903495 |
|
