English-Medium Instruction Practices in Higher Education: International Perspectives

✍ Scribed by Jim McKinley; Nicola Galloway (editors)

• Publisher: Bloomsbury Academic
• Year: 2022
• Tongue: English
• Leaves: 303
• Category: Library

✦ Synopsis

This book outlines approaches to EMI in different 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. Each case study outlines how EMI policy is implemented at the national, institutional and classroom level, using a variety of research tools, including policy analysis, stakeholders' conceptualisations of EMI, observations of EMI in practice, context analysis.

✦ Table of Contents

Cover
Half Title
Series
Title
Copyright
Dedication
Contents
Figures
Tables
Foreword
Contributors
Introduction
Part I Macro-analysis
1 English-Medium Instruction in Bangladeshi Higher Education: A Policy Perspective (Obaidul M. Hamid and Md Al Amin)
2 Brazil Trying English-Medium Instruction On for Size: Emerging Trends and Policy (Ron Martinez and Ane Cibele Palma)
3 English-Medium Instruction in Mainland China: National Trends and Institutional Developments (Sihan Zhou and Heath Rose
4 English-Medium Instruction in Danish Universities: An Unintended Policy? (Anna Kristina Hultgren)
5 Policy Analysis of English-Medium Instruction in Ethiopian Higher Education (Tolera Simie)
6 English-Medium Instruction as Neoliberal Endowment in Nepal’s Higher Education: Policy-Shaping Practices (Pramod K. Sah)
7 Provision for Partial English-Medium Instruction Programmes in Turkish Higher Education: All or Nothing? (Kari Sahan)
Part II Meso-analysis
8 English-Medium Education in Austria: General Trends and Individual Initiatives in Institutional Policy (Ute Smit and Miya
9 Profiling English-Medium Instruction in Colombian Universities: Policies and Practices (Norbella Miranda and Mario Molin
10 A Longitudinal Perspective on Language Ideological Debates in Estonian Higher Education: Current Trends and Tensions (Josep
11 Perceived Needs of English-Medium Instruction Lecturers in an Italian University: Before and after Training (Francesca Co
12 English-Medium Instruction in Polish Higher Education: Insights Provided by Classroom-Level Analysis (Agata Mikolajew
13 Finding Space for Languages of Instruction alongside English: Language Management in South African Higher Education (Christ
14 English-Medium Instruction in Vietnamese Higher Education: From Government Policies to Institutional Practices (Huong Thu N
Part III Micro-analysis
15 English-Medium Instruction in the South Caucasus: Listening to the Positive Voice (Andrew Linn)
16 Translanguaging and Trans-semiotizing in English-Medium Instruction Tertiary Classrooms in Hong Kong: Ceativity and Trans-se
17 It’s Worth the Extra Effort: Behind Student Perceptions of Success in the Study of Content via English-Medium Instruction
18 Comprehension Issues in English-Medium Instruction Classrooms: Kuwait’s Public Institutions (Abdullah Miteb Alazemi and A
19 English-Language Proficiency Pre- and Post-immersion Courses in Mexico for Pre-sessional Students at a Bilingual Interna
20 The Englishization of Higher Education in a Dutch University Context: The Glocalization of English-Medium Instruction (Robe
21 English-Medium Instruction in Tunisian Higher Education: A Desired Target but with Uncertain Consequences (Khawla Badwan
Index