Internationalisation of Higher Education in Vietnam Through English Medium Instruction (EMI): Practices, Tensions and Implications for Local Language Policies

2018 ◽  
pp. 91-106 ◽  
Author(s):  
Ly Thi Tran ◽  
Huong Thu Nguyen
Keyword(s):  
Higher Education ◽  
Language Policies ◽  
Local Language ◽  
Internationalisation Of Higher Education ◽  
English Medium Instruction

Internationalisation and Language Policy in European Higher Education

2022 ◽  
pp. 198-215
Author(s):  
Tugba Elif Toprak-Yildiz
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Global Market ◽  
Language Policies ◽  
Language Management ◽  
The Czech Republic ◽  
Internationalisation Of Higher Education ◽  
Internationalisation Strategy ◽  
English Medium Instruction ◽  
European Higher Education

The internationalisation of higher education has received considerable attention over the last three decades, and the phenomenon has transformed into a strategic goal in its own right. Consequently, internationalisation has caused higher education institutions to tailor their language policies to better compete in the global market and promote progressive values such as collaboration and harmony. While macro-level European initiatives have encouraged institutions to foster societal and individual multilingualism, an increasing number of institutions seem to favour English-medium instruction (EMI) over other alternatives. Taking the links between internationalisation and language into account, the present chapter examines the meso-level language policy of two European countries, Austria, and the Czech Republic, which have developed formal and comprehensive frameworks of internationalisation strategy in higher education. The chapter particularly examines the language management component of language policy in these countries by considering internationalisation, EMI, and multilingualism.

Tolerance and Control. Developing a language policy for an EMI university in Uzbekistan

2020 ◽  
Vol 34 (1) ◽  
pp. 217-237
Author(s):  
Andrew Linn ◽  
Anastasiya Bezborodova ◽  
Saida Radjabzade
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Control Measures ◽  
The Other ◽  
Language Policies ◽  
Language Ecology ◽  
English Only ◽  
English Medium Instruction ◽  
The One ◽  
And Control

AbstractThis article presents a practical project to develop a language policy for an English-Medium-Instruction university in Uzbekistan. Although the university is de facto English-only, it presents a complex language ecology, which in turn has led to confusion and disagreement about language use on campus. The project team investigated the experience, views and attitudes of over a thousand people, including faculty, students, administrative and maintenance staff, in order to arrive at a proposed policy which would serve the whole community, based on the principle of tolerance and pragmatism. After outlining the relevant language and educational context and setting out the methods and approach of the underpinning research project, the article goes on to present the key findings. One of the striking findings was an appetite for control and regulation of language behaviours. Language policies in Higher Education invariably fall down at the implementation stage because of a lack of will to follow through on their principles and their specific guidelines. Language policy in international business on the other hand is characterised by a control stage invariably lacking in language planning in education. Uzbekistan is a polity used to control measures following from policy implementation. The article concludes by suggesting that Higher Education in Central Asia may stand a better chance of seeing through language policies around English-Medium Instruction than, for example, in northern Europe, based on the tension between tolerance on the one hand and control on the other.

scholarly journals Responses to the internationalisation of higher education in language policies of Estonia and Latvia

2017 ◽  
Vol 8 (1) ◽  
pp. 97-113 ◽  
Author(s):  
Kerttu Kibbermann
Keyword(s):  
Higher Education ◽  
Foreign Students ◽  
Tertiary Education ◽  
State Level ◽  
Language Policies ◽  
Policy Documents ◽  
Internationalisation Of Higher Education ◽  
Official Languages ◽  
Relationship Of ◽  
The Relationship

This paper analyses language policies in higher education in Estonia and Latvia. Both countries are currently in search for a balance between national and international in the sphere of higher education. Higher education in Estonia and Latvia mainly functions in the official languages of the countries, Estonian and Latvian. Yet, the international nature of tertiary education has brought these languages into contact with others, mostly English and Russian. The paper seeks to find out how the relationship of internationalisation and language is construed in state-level policy documents comparatively in Estonia and Latvia. The results of the analysis show that the issues of language are more thoroughly covered in Estonian policy documents than Latvian policy documents. However, in both countries internationalisation is mostly driven by the need to attract foreign students in order to fill the domestic demographic gap. Thus, both Estonia and Latvia connect internationalisation mostly to foreign-medium instruction.Kokkuvõte. Kerttu Kibbermann: Kõrghariduse rahvusvahelistumine ja keelepoliitika Eestis ja Lätis. Artiklis analüüsitakse kõrghariduse keelepoliitikat Eestis ja Lätis. Mõlemad riigid püüavad hetkel leida kõrghariduses tasakaalu rahvusliku ja rahvusvahelise vahel. Kõrgharidus toimib Eestis ja Lätis peamiselt riigikeeles, vastavalt eesti ja läti keeles, aga kasutatakse ka teisi keeli, peamiselt inglise ja vene keelt. Artiklis analüüsitakse võrdlevalt Eesti ja Läti poliitika planeerimise dokumente eesmärgiga välja selgitada, kuidas lähenetakse keeleküsimusele kõrghariduse rahvusvahelistumise poliitikas. Dokumendianalüüs näitab, et kõrghariduse rahvusvahelistumise poliitikas on keeleküsimustele pööratud Eestis rohkem tähelepanu kui Lätis. Sarnasusena võib välja tuua mõlema riigi demograafilise probleemi, mis tundub olevat rahvusvahelistumist käivitavaks teguriks. Sellepärast on rahvusvahelistumine nii Eesti kui ka Läti riiklikus poliitikas peamiselt seotud õppekeele küsimusega.Märksõnad: kõrghariduse rahvusvahelistumine; keelepoliitika; riiklikud poliitika planeerimise dokumendid; õppekeel; ingliskeelne õpe

scholarly journals Neoliberal language policies and linguistic entrepreneurship in Higher Education

2020 ◽  
Vol 2 (2) ◽  
pp. 174-196
Author(s):  
Maria Sabaté Dalmau
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Policies ◽  
Language Resources ◽  
Neoliberal Governance ◽  
English Medium Instruction ◽  
Professional Ethos ◽  
Local Languages ◽  
Stratifying System

Abstract This paper analyzes English-Medium-Instruction (EMI) lecturers’ ambivalent orientations towards neoliberal language policies and linguistic entrepreneurship. The data includes interviews with six case-study lecturers’ biographic narratives, audiologs and video/audio-recorded observations, collected in a market-oriented Catalan university. I show that lecturers problematize Englishization policies but operationalize them by presenting themselves as leading actors in the deployment of EMI. Following “managerialism” logics, they envision English as an economically-convertible “career skill”, imperative to meet new employability/workplace demands. They carve advantaged professional ethos linked to their self-attained English-language resources. They devalue their “non-native” accent but present themselves as content and English-language lecturers, distinguishing themselves from “ordinary” colleagues who teach in local languages, in narratives of “competitiveness” whereby they naturalize a socioeconomically-stratifying system of meritocracy/revenue grounded on the marketization of English. This contributes to understand neoliberal-governance regimes which impose language-based mechanisms for lecturers’ profiling based on views of education as the corporatized “making” of productive workers-to-be.

Language ideology of English-medium instruction in higher education

English Today ◽  
2019 ◽  
Vol 36 (4) ◽  
pp. 40-46 ◽  
Author(s):  
Mohammad Mosiur Rahman ◽  
Manjet Kaur Mehar Singh
Keyword(s):  
Higher Education ◽  
Language Ideology ◽  
Tertiary Education ◽  
Medium Of Instruction ◽  
Common Language ◽  
Language Policies ◽  
Growing Body ◽  
English Medium Instruction ◽  
Global Language ◽  
Economic Motives

English-medium instruction (EMI) has been perceived as a key strategy through which universities, propelled by academic, political, social and economic motives, respond to the influence of globalisation (Altbach & Knight, 2007). This has been fuelled by the fact that English, defined as the global common language, is needed to create the knowledge base in global tertiary education (Fishman, 2000). In the process, English has become the universal second language of advanced education (Brumfit, 2004), due to the value attached to the language in present times and the advantage of using the language in the existing global language order (Zhang, 2017). These motivations have contributed to the global phenomenon of English being the medium of instruction (MOI), and higher education has been the venue where EMI could be implemented more consistently (Dearden, 2014). This has resulted in the generation of a growing body of work on how universities plan their language policies (Liddicoat, 2016).

scholarly journals The Case of the Non-Native English Speaker in EMI

2018 ◽  
Author(s):  
Caroline Clark
Keyword(s):  
Higher Education ◽  
Native Speaker ◽  
English Speaker ◽  
Native English Speaker ◽  
Internationalisation Of Higher Education ◽  
English Medium Instruction

Internationalisation of higher education has led to an increase in the offer of English Taught Programs (ETPs) and English Medium Instruction (EMI) in the last few years. While ETPs are gaining consensus they are also generating a series of questions, often interrelated, which are begging discussion. One of these is whether there is an effect – detrimental or otherwise – of the non-native speaker (NNS) of English as the ‘sender’ or ‘receiver’ of knowledge. Research into EMI is a growing field, with numerous studies of the lecturer role, with somewhat fewer studies investigating the students’ experiences. This paper aims to investigate the interaction between the non-native speaker (NNS) lecturer and NNS student, in order to assess the perceptions of the NNS and how knowledge is negotiated in a language which is not ‘owned’ by either party.

scholarly journals Students’ perspectives on English medium instruction within higher education

2020 ◽  
Vol 14 (1) ◽  
pp. 7-24
Author(s):  
Trude Bukve
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Language Use ◽  
Female Students ◽  
Male Students ◽  
Language Policies ◽  
Male And Female ◽  
English Medium Instruction ◽  
Using Data

This study aims to explore gender differences in students’ perspectives on language use within higher education (HE), using data from a survey distributed to students at two universities in Norway and Finland. Analysing responses concerning language use in HE, I found that most students were positively inclined towards English medium instruction (EMI). However, while there in both countries were only small differences in attitudes towards EMI between male and female students, in Finland, female students were less confident in their English skills than male students were. Furthermore, female students in both countries reported more difficulties in coping with English in their day-to-day studies, as compared to male students. This article demonstrates the advantages of applying a multidimensional perspective when analysing gendered attitudes in HE. Further, the present study highlights some of the practical challenges that HE institutions should acknowledge in order to implement language policies that meet students’ needs.

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