Teaching and Learning in English as the Medium for Instruction for International Students

2014 ◽  
pp. 428-449
Author(s):  
Paul C. Corrigan
Keyword(s):  
Higher Education ◽  
Second Language ◽  
International Students ◽  
Teaching And Learning ◽  
Spoken Language ◽  
Medium Of Instruction ◽  
Early Signs ◽  
Robust Model ◽  
The World ◽  
Local Students

Early signs of a systemic shift in higher education towards significant use of English can be seen across some continents where English is not the usual spoken language. Such a shift derives from universities’ efforts to internationalize and capitalize as they navigate the currents of globalization. The use of English as the Medium of Instruction (EMI) as pedagogy should be examined more closely in the context of the concurrent growth of higher education around the world and the increase in the number of international (and local) students who are studying in English as a Second Language (ESL). A robust model of EMI as pedagogy is presented, which can be useful in supporting an internationalizing institution’s EMI policy.

Teaching and Learning in English as the Medium for Instruction for International Students

2014 ◽  
pp. 432-453
Author(s):  
Paul C. Corrigan
Keyword(s):  
Higher Education ◽  
Second Language ◽  
International Students ◽  
Teaching And Learning ◽  
Spoken Language ◽  
Medium Of Instruction ◽  
Early Signs ◽  
Robust Model ◽  
The World ◽  
Local Students

Early signs of a systemic shift in higher education towards significant use of English can be seen across some continents where English is not the usual spoken language. Such a shift derives from universities’ efforts to internationalize and capitalize as they navigate the currents of globalization. The use of English as the Medium of Instruction (EMI) as pedagogy should be examined more closely in the context of the concurrent growth of higher education around the world and the increase in the number of international (and local) students who are studying in English as a Second Language (ESL). A robust model of EMI as pedagogy is presented, which can be useful in supporting an internationalizing institution’s EMI policy.

scholarly journals THE JOURNEY OF TEACHING ENGLISH AS A SECOND LANGUAGE IN INDIA: PAST, PRESENT AND FUTURE

2017 ◽  
pp. 155-160
Author(s):  
Soniya Rajput
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
World Language ◽  
Teaching English ◽  
English As Second Language ◽  
Learning And Teaching ◽  
The World ◽  
Education In India

India is a land of various hundred languages; commonly spoken languages are Hindi, English, Punjabi, Gujarati and many more. English officially has a position of assistant language, but the fact is that it is one of the most prominent languages in India. Being one of the imperative languages, the use of English has become a necessity in India. It has been given the main importance as children have been taught English right from kinder garden to middle school and higher education. English represents in Indians minds better culture, better education and superior intellect. The use of English language in India was limited before the incursion of the British. Gradually, people started taking interest in learning and teaching English as a second language because of its use in financial, legal, business, corporate and education in India. Further, the future of learning and teaching English is essential for the reason that it is a world language and universally spoken and written. I believe that English will maintain the lingua franca of the world for next 25-30 years as the numbers of learners are increasing. Thus, the present paper will focus on the journey of teaching and learning English as second language in India emphasizing on its past, present and future.

Introduction

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Historical Perspectives ◽  
Law And Policy ◽  
Political Events ◽  
Educational Disadvantage ◽  
The World ◽  
Higher Education Teaching

The Introduction highlights the importance of higher education and the existence of educational disadvantage in society, contextualised within current political events and discussions. It describes the intrinsic importance of education in allowing people to learn about themselves and the world they live in. It details the significant instrumental importance of education in the likelihood people will obtain employment and command higher incomes. It also provides a brief outline of different historical perspectives in relation to how best to provide higher education teaching and learning. The importance of law and policy for higher education is discussed, and the purpose and limitations of the research identified.

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

Back to the Future

2019 ◽  
pp. 237-252
Author(s):  
Gabriele I.E. Strohschen
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Social Engagement ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Research Projects ◽  
Community Members ◽  
Community Stakeholders ◽  
The World ◽  
The University

This chapter corroborates competence-based and social-situational educational practices with the principles of Blended Shore Education (BSE) and Metagogy. These two theorems emerged from several action research projects that engaged Chicago community members, university students, and educators from around the world. The principles, tenets, and descriptions of applied instructional methods in the context of civic and social engagement projects demonstrate how teaching and learning praxes and curricula and program design can be achieved by and with the learners, by the university, and by the community stakeholders to result in relevant and meaningful education models in higher education.

Encountering Unfamiliar Educational Practices Abroad

2016 ◽  
pp. 137-162 ◽  
Author(s):  
B Jane Jackson
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Hong Kong ◽  
Tertiary Education ◽  
East Asian ◽  
Mainland China ◽  
The World ◽  
Mobility Programs ◽  
Hong Kong Sar ◽  
Macau Sar

As internationalization efforts intensify across the globe, the number of students who are studying outside their home country for part of their tertiary education has increased significantly. The vast majority of students from East Asian nations (Hong Kong SAR, Japan, Korea, Macau SAR, Mainland China, and Taiwan) study in a second language while abroad, with English the most common medium-of-instruction. As institutions of Higher Education (HE) in other regions compete for students from this part of the world, increasingly, questions are being raised about what students gain from outbound mobility programs. Scholars have drawn attention to the need for systematic empirical research that critically examines the experiences of student sojourners in order to determine the most effective ways to support and enhance their learning (e.g., linguistic, cognitive, social, academic, (inter)cultural, and professional).

Developing Engineering Students' Communication and Information Retrieval Skills Utilizing Capstone Projects

2015 ◽  
Vol 4 (3) ◽  
pp. 1-20 ◽  
Author(s):  
Aaron S. Blicblau ◽  
Jamal Naser
Keyword(s):  
Information Retrieval ◽  
International Students ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Approaches ◽  
The World ◽  
Computer Based ◽  
Capstone Projects ◽  
Key Aspects

The pedagogy of engineering requires a better understanding of the requirements of students' abilities to learning the skills necessary for working in the engineering community. In many engineering courses around the world, one of the key aspects required of the students is that they complete an independent project in their final year of studies incorporating information retrieval and subsequent communication skills. The current work provides details teaching and learning approaches to enhance student abilities and expertise involving research skills, communication skills, and information retrieval integrated within capstone projects. Findings from this the work indicated that both domestic and international students benefited from the intensive tutorial activities involving computer based information retrieval skills. The implementation of active tutorial sessions resulted in increased grades for the majority of students, highlighting the importance of intensive active learning events for final year capstone engineering students.

scholarly journals Evaluating the Teaching-Learning Process of Brazilian Sign Language as a Second Language in Higher Education

2018 ◽  
Vol 3 (2) ◽  
pp. 99
Author(s):  
Roberto Cesar Reis da Costa
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Sign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Evaluation Tool ◽  
Sign Languages ◽  
Brazilian Sign Language ◽  
Teaching Learning

The focus of this paper is to propose an evaluation tool to assess the teaching-learning process of Brazilian Sign Language (Libras) to hearing students in Higher Education. The current Brazilian laws dealing with the accessibility of the deaf and the teaching of Libras will be concisely posited and argued, and after that an overview on linguistic aspects of Libras will be highlighted prior to discussing the teaching of this language as a Second Language (L2). Also, it will be discussed briefly the relevance of using strategies to Libras teaching as L2 and then the proposal to evaluate teaching and learning processes of the language at stake will be finally described. As a conclusion, developing tools as well as presenting proposals for the teaching of sign languages might be ways to highlight and discuss pedagogical issues about the teaching of the sign languages. The paper outcomes are useful for scholars and learners who are researching and implementing tools for Libras teaching as L2.

scholarly journals An Investigation of the Experiences of Working with Multilingual International Students among Local Students and Faculty Members in Chinese Universities

2020 ◽  
Vol 12 (16) ◽  
pp. 6419
Author(s):  
Yawen Han ◽  
Wenxuan Li ◽  
Min Bao ◽  
Xinyu Cao
Keyword(s):  
Higher Education ◽  
International Students ◽  
Large Scale ◽  
Academic Programs ◽  
Faculty Members ◽  
Chinese Universities ◽  
Learning Attitudes ◽  
English Medium Instruction ◽  
Local Students ◽  
Depth Interviews

In recent years, as a response to the internationalization of higher education worldwide, China has begun to enroll international students to study at the tertiary level on an increasingly large scale. While the majority of the programs and courses are open to international students via Chinese as Chinese-medium instruction (CMI), there are also an increasing number of programs and courses delivered through English-medium instruction (EMI). In order to understand higher education multilingual contexts, this qualitative study examines how local students and faculty members make sense of their engagement with international students in three Chinese universities. In the study, we conducted in-depth interviews with 11 academics who worked with international students as project supervisors and 25 Chinese university students regarding their experiences of working with international students. The findings that emerged from the thematic analysis revealed that international students’ learning engagement was profoundly mediated by language barriers, cultural assumptions and the academic conventions in host institutions. The study revealed that Chinese academics are concerned about international students’ learning attitudes, their academic progress and a lack of participation due to their language ability. Local Chinese students also reported a lack of satisfaction in working with international students. Some of the local students felt that some international students may have been enabled to enroll in the academic programs as a result of national and university policies, which has led to a ‘dumbing down’ of the curriculum offered in English. The findings indicate that more needs to be done to promote mutual exchanges and better understanding among international students, Chinese faculty members and local students.

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