Internationalising Learning in Higher Education : The Challenges of English As a Medium of Instruction

"This volume provides a comprehensive overview of EMI applied to higher education, from the perspectives of government, teachers and university staff. It is essential reading for those who would like to explore the present multilingual spectrum of higher education and the efforts of participants to influence language policy."--Begoña Bellés-Fortuño, Universitat Jaume I de Castelló, Spain. This edited book examines the use of English as a Medium of Instruction (EMI) in a variety of international higher education contexts. The internationalization of education - indicated by increasing mobility of students, staff and ideas, as well as by policies and programmes put in place to facilitate educational exchange - has led to increasing adoption of English as a Lingua Franca (ELF) for educational purposes. In this book, the authors present the results of empirical research into the implementation, assessment, development and use of EMI programmes in different settings, presenting the case for more structured training of teachers and staff. It will be of interest to second/foreign language teaching and administrative staff, as well as anyone else involved in teaching in English at higher education level. María Luisa Carrió-Pastor is a Professor of English Language at the Universitat Politècnica de València, Spain Contents 5 Notes on Contributors 7 List of Figures 11 List of Tables 12 1: Introduction 14 References 23 Part I: Policy into Practice 27 2: Coherence in Language Policy Making in Tertiary Education 28 1 Introduction 28 2 The Profiles of the University Professors Using English as a Medium of Instruction 30 3 Written and Oral Skills Implied in the EMI Teaching Context 32 4 Mechanisms to Verify the Level of Competence in the Language in Recruiting Processes 33 5 A Description of the Procedure in the Recruiting Process at the UFV to Measure English Language Competence 34 6 Aims and Description of Corpus 36 7 Analysis and Findings 36 8 Conclusions 42 References 44 3: A Systematic Review of English as a Medium of Instruction in Higher Education Institutions: The Case of a Business School 45 1 Introduction 45 2 Method 47 2.1 Systematic Review 47 2.2 The Case of a Business School 48 3 Results 49 3.1 Results of the Review 49 3.1.1 Identification of Studies 49 3.1.2 Findings of the Systematic Review 57 3.2 The Case of a Business School 60 3.2.1 Academic Performance 60 3.3 International Programs 61 3.3.1 Business Internships 61 3.3.2 Students’ Satisfaction Questionnaire (Business Internships) 62 3.3.3 Employers’ Satisfaction (Business Internships) 63 4 Discussion 64 5 Conclusions 65 References 66 Part II: Training Issues 72 4: Observation as a Tool to Facilitate the Professional Development of Teaching Faculty Involved in English as a Medium of Instruction: Trainer and Trainee Perspectives 73 1 Introduction 73 2 Observation 75 3 Professional Development Courses 77 4 Trainer Perspectives 78 5 Trainee Perspectives 83 6 Discussion 85 7 Limitations 87 8 Summary 88 References 88 5: Identifying In-Service Support for Lecturers Working in English Medium Instruction Contexts 91 1 Context 91 1.1 Language Ability 92 1.2 Pedagogic Skills 94 1.3 Wider Curriculum Knowledge 96 2 Research Objectives 98 3 Methodology and Method 98 4 Findings 100 4.1 Teacher Educators 100 4.1.1 Lecturers in EMI contexts 105 5 Summary of Findings 110 6 Conclusions 113 7 Implications for Future Practice 115 References 116 6: Designing an English for Occupational Purposes Framework Based on the Needs of University Administrative Staff: A Case Study 119 1 Background and Rationale 119 2 Theoretical Framework 122 2.1 Language Description 123 2.2 Needs Analysis 124 2.3 ESP Learning Theories 126 3 Methodology 126 4 Results 129 4.1 Use of English at Work and Challenges 129 4.2 Skills and Resources Needed 132 5 Conclusions, Limitations and Further Research 139 References 141 Part III: Specific Aspects of English as a Medium of Instruction 143 7: English as a Medium of Instruction: What about Pragmatic Competence? 144 1 Introduction 144 2 Corpus 147 3 Method 148 4 Results 149 5 Conclusions 151 Annex 153 References 158 8: An Exploration of Perceptions of Faculty Members and Students: The Effects of English-Medium Instruction on Language Ability 161 1 Introduction 161 2 Background 163 3 Methodology 165 3.1 Research Design 165 3.2 Participants and Setting 166 3.3 Data Collection Tools 167 3.3.1 Questionnaire 167 3.3.2 Semi-structured Interviews 167 3.4 Data Collection Procedures 168 3.5 Data Analysis 169 4 Results 169 4.1 Expected Qualifications for EMI 171 4.2 Perceptions of Students and Faculty Members on EMI 173 4.3 Practices of Faculty Members Regarding EMI 174 4.4 Choice of Course Medium 175 4.5 Language Problems 176 4.6 Language Support 177 5 Discussion 178 6 Conclusion 180 References 181 9: Teaching through English: The Case of International Commerce 184 1 Introduction 184 2 The Role of EMI in Higher Education 185 2.1 Institutional Advantages 187 2.2 Challenges 189 2.2.1 International and National Challenges 189 Accreditation 190 Training 191 Incentives 193 2.3 Commerce 193 3 Materials and Methods 194 4 Results. Implementing EMI 197 4.1 Implementation 197 4.2 Case in Practice 199 4.2.1 The Joint Venture 199 5 Conclusions 201 References 201 10: Neurosensory Auditory Stimulation and English as a Medium of Instruction 206 1 Introduction 206 2 Theoretical Foundation of Neurosensory Stimulation 212 3 Teaching Through EMI 213 4 Methodology 215 5 A Proposal for EMI Courses 221 5.1 Phase One 222 5.2 Phase Three 224 5.3 Phase Four 225 6 Conclusions 228 References 230 Index 232 Front Matter ....Pages i-xiv Introduction (María Luisa Carrió-Pastor)....Pages 1-13 Front Matter ....Pages 15-15 Coherence in Language Policy Making in Tertiary Education (Elena Orduna Nocito, Gretchen Obernyer)....Pages 17-33 A Systematic Review of English as a Medium of Instruction in Higher Education Institutions: The Case of a Business School (Gisela Sanahuja Vélez, Gabriela Ribes Giner, Ismael Moya Clemente)....Pages 35-61 Front Matter ....Pages 63-63 Observation as a Tool to Facilitate the Professional Development of Teaching Faculty Involved in English as a Medium of Instruction: Trainer and Trainee Perspectives (Rupert Herington)....Pages 65-82 Identifying In-Service Support for Lecturers Working in English Medium Instruction Contexts (Ben Beaumont)....Pages 83-110 Designing an English for Occupational Purposes Framework Based on the Needs of University Administrative Staff: A Case Study (Julia Zabala Delgado)....Pages 111-134 Front Matter ....Pages 135-135 English as a Medium of Instruction: What about Pragmatic Competence? (María Luisa Carrió-Pastor)....Pages 137-153 An Exploration of Perceptions of Faculty Members and Students: The Effects of English-Medium Instruction on Language Ability (Elif Kir, Aslı Akyüz)....Pages 155-177 Teaching through English: The Case of International Commerce (Javier Muñoz de Prat)....Pages 179-200 Neurosensory Auditory Stimulation and English as a Medium of Instruction (Cristina Pérez-Guillot)....Pages 201-226 Back Matter ....Pages 227-228 "This volume provides a comprehensive overview of EMI applied to higher education, from the perspectives of government, teachers and university staff. It is essential reading for those who would like to explore the present multilingual spectrum of higher education and the efforts of participants to influence language policy."--Begoña Bellés-Fortuño, Universitat Jaume I de Castelló, Spain. This edited book examines the use of English as a Medium of Instruction (EMI) in a variety of international higher education contexts. The internationalization of education - indicated by increasing mobility of students, staff and ideas, as well as by policies and programmes put in place to facilitate educational exchange - has led to increasing adoption of English as a Lingua Franca (ELF) for educational purposes. In this book, the authors present the results of empirical research into the implementation, assessment, development and use of EMI programmes in different settings, presenting the case for more structured training of teachers and staff. It will be of interest to second/foreign language teaching and administrative staff, as well as anyone else involved in teaching in English at higher education level. María Luisa Carrió-Pastor is a Professor of English Language at the Universitat Politècnica de València, Spain "This edited book examines the use of English as a Medium of Instruction (EMI) in a variety of international higher education contexts. The internationalization of education - indicated by increasing mobility of students, staff and ideas, as well as by policies and programmes put in place to facilitate educational exchange - has led to increasing adoption of English as a Lingua Franca (ELF) for educational purposes. In this book, the authors present the results of empirical research into the implementation, assessment, development and use of EMI programmes in different settings, presenting the case for more structured training of teachers and staff. It will be of interest to second/foreign language teaching and administrative staff, as well as anyone else involved in teaching in English at higher education level" -- Provided by publisher's website