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

In higher education in the UAE, English is used as the medium of instruction, while academic Arabic is relegated to few electives that can be also taken in English. Policy makers perceive the transition from Arabic medium instruction (ami) schools to English medium instruction (emi) universities as normal and automatic. This study aims to explore how students see this transition, and whether they find it automatic and smooth, or embroiled in hardship and difficulties. It is based on a critical theoretical framework and is approached using exploratory critical methodology. Twenty semi-structured interviews were conducted with twenty undergraduate Arab students in three English-medium universities. Results showed that students faced psychological, academic, social and cultural difficulties associated with the transition from Arabic schools to English-medium instruction universities.

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The positioning of English-medium of instruction

Journal of Immersion and Content-Based Language Education ◽

10.1075/jicb.18029.tre ◽

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.

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Adopting English as a Medium of Instruction (EMI) in Brazil and Flanders (Belgium): a comparative study

Ilha do Desterro A Journal of English Language Literatures in English and Cultural Studies ◽

10.5007/2175-8026.2020v73n1p217 ◽

2020 ◽

Vol 73 (1) ◽

pp. 217-146

Author(s):

Felipe Furtado Guimarães ◽

Marcelo Kremer

Keyword(s):

Higher Education ◽

Comparative Study ◽

International Organizations ◽

Language Teaching ◽

Medium Of Instruction ◽

Government Documents ◽

Local Support ◽

Challenges And Opportunities ◽

The Creation ◽

Teaching Learning

The objective of this study is to discuss the adoption of English as a Medium of Instruction (EMI) in the Brazilian and Flemish contexts, considering the influence of globalization and internationalization on the languages in higher education. To reach this goal, a bibliographic research was carried out, in order to analyze documents related to language teaching/learning, including books, journals, government documents, official websites and reports from international organizations. Information collected comprised the data retrieved in Brazil and in Flanders, in order to generate discussions around challenges and opportunities for adopting EMI in these contexts. The study concludes that some actions are necessary for overcoming some challenges identified, such as the creation of local support units (for languages) at universities, for the preparation and implementation of EMI courses.

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