scholarly journals 14. English-medium instruction in European higher education: Review and future research

2015 ◽  
pp. 317-324 ◽  
Keyword(s):  
Higher Education ◽  
Future Research ◽  
English Medium Instruction ◽  
European Higher Education ◽  
Education Review

The positioning of English-medium of instruction

2020 ◽  
Vol 8 (1) ◽  
pp. 5-27
Author(s):  
John Trent
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
English Language ◽  
Positioning Theory ◽  
Future Research ◽  
Medium Of Instruction ◽  
English Medium Instruction ◽  
English Speaking ◽  
English Medium Of Instruction ◽  
The University

Abstract The proliferation of English-medium instruction (EMI) in higher education institutions (HEIs) across non-English-speaking Europe has been recently documented in several large-scale surveys. The opportunities and challenges of designing and implementing EMI policies are also widely recognized. However, our understanding of the use of EMI in Russian HEIs is limited. This study responds to this research need by exploring the experiences and perspectives of instructors teaching business-related subjects using the English language in two different Russian HEIs. A contribution of the study is to investigate these perspectives and experiences using the analytic lens of positioning theory. Results reveal the ways in which instructors are positioned by the university, as well how they position themselves, within an EMI environment. Acknowledging the potential antagonism that might result between different EMI stakeholders because of this positioning and repositioning, suggestions are then made as how this outcome could be avoided. Implications for future research are also considered.

scholarly journals Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings

2020 ◽  
Vol 2 (2) ◽  
pp. 56-72
Author(s):  
Nashwa Nashaat-Sobhy ◽  
Davinia Sánchez-Garcia
Keyword(s):  
Higher Education ◽  
Systemic Functional Linguistics ◽  
Online Training ◽  
Theoretical Framework ◽  
Appraisal Theory ◽  
Lingua Franca ◽  
University Teachers ◽  
English Medium Instruction ◽  
European Higher Education ◽  
Training Modules

In this chapter we analyzed lecturers’ attitudes towards using English in European Higher Education settings. Twenty-eight university teachers were brought together from thirteen universities across six European countries for an online training for teachers in English Medium Instruction (EMI) settings. The lecturers’ written exchanges about English as an academic Lingua Franca (ELF) in one of the training modules were the target of our study. These exchanges (110 posts) were coded and analyzed using Martin and White’s (2005) Appraisal Theory, which is a model of evaluation within the general theoretical framework of systemic functional linguistics. In this framework, affect, judgement and appreciation are regarded as regions (types) of feelings in interpersonal language that reflect attitude (positive or negative). The results showed that teachers’ exchanges about ELF are interwoven with other types of English, in which they discussed different stakeholders and aspects of English, towards which their attitudes vary, which points to the multidimensionality of attitudes towards EMI. The results also show that appreciation and judgment regions were used more than affect in their language when discussing the use of English in Higher Education (HE).

scholarly journals Hookup Culture and Higher Education

2017 ◽  
Author(s):  
Lisa Wade ◽  
Joseph Eric Padgett
Keyword(s):  
Higher Education ◽  
Historical Context ◽  
Future Research ◽  
Hookup Culture ◽  
Education Review

In this entry, we offer historical context for understanding the emergence of hookup culture in higher education, review the basics of what we know, and make suggestions for future research.

scholarly journals Research Designs and Methods in Self-assessment Studies: A Content Analysis

2017 ◽  
Vol 6 (4) ◽  
pp. 257
Author(s):  
Serafina Pastore
Keyword(s):  
Higher Education ◽  
Self Regulation ◽  
Assessment For Learning ◽  
Future Research ◽  
Institutional Changes ◽  
Assessment Practices ◽  
Self Assessment ◽  
Educational Benefits ◽  
Research Designs ◽  
European Higher Education

This paper focuses on self-assessment practices in the higher education field. In the assessment for learning perspective, self-assessment is related to reflection, metacognition, and self-regulation: all these aspects are considered as fundamental prerequisites for students’ future professional development. Despite the recognition of self-assessment educational benefits and implications, research so far lags behind the rise in the rates of align literature review, research design, and methodology. The study attempts to address this gap in the literature. Based on a critical review of institutional changes in the European higher education context, the paper reflected on main issues and problems faced by educational research on self-assessment. It then tried to identify future research pathways on this topic.

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.

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