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).

English Medium Instruction and Human Linguistic Rights: Academic, Psychological and Cultural Suffering

2020 ◽  
pp. 1-30
Author(s):  
Taghreed Masri
Keyword(s):  
Higher Education ◽  
Theoretical Framework ◽  
Medium Of Instruction ◽  
Structured Interviews ◽  
Policy Makers ◽  
Linguistic Rights ◽  
Critical Methodology ◽  
Arab Students ◽  
English Medium 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.

scholarly journals Master Programme “Information and Electrical Engineering” for International Students at Hochschule Wismar: Theoretical Framework

2017 ◽  
Vol 2 (1) ◽  
pp. 167-174
Author(s):  
Andreas Ahrens ◽  
Norbert Grünwald ◽  
Olaf Bassus ◽  
Jeļena Zaščerinska ◽  
Julija Melnikova
Keyword(s):  
Higher Education ◽  
International Students ◽  
Empirical Study ◽  
Engineering Students ◽  
Research Question ◽  
Case Study Research ◽  
Structured Interview ◽  
Theoretical Framework ◽  
European Universities ◽  
European Higher Education

Abstract Hochschule Wismar, Germany, has been implementing Master programmes for international students since 1992. However, for most European universities, it is a rather new phenomenon. The purpose of the work is to analyse scientific literature on European higher education programmes for international students and to outline a theoretical framework of European higher education programmes for international students underpinning elaboration of new research question on master programmes for international engineering students. The research methodology comprises the study of the meaning of the key concepts of “framework”, “theoretical framework” and “international students”. Moreover, the logical chain of analysis is shown: theoretical framework → empirical study within a multicultural environment → conclusions. The case study research is applied. The empirical study was carried out at Hochschule Wismar, Germany in March 2017. Semi-structured interview served as the basis for data collection. The empirical findings allow complementing the elaborated theoretical framework consisting of the concepts on reasons for, language and impact of Masetr programme for international students with such a concept as European Credit Transfer System (ECTS). Directions of further research are proposed. The novel contribution of the paper is the newly formulated research question on master programmes for international students.

Shifting Towards English Medium Instruction in Higher Education

2020 ◽  
pp. 62-78
Author(s):  
Jolita Horbacauskiene ◽  
Evelina Jaleniauskiene
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
University Teachers ◽  
Academic Practices ◽  
English Medium Instruction ◽  
Research Questions ◽  
Multicultural Classrooms ◽  
Skills Learning

In higher education (HE), the emerging global phenomenon of English medium instruction (EMI) has brought huge opportunities for both students and teaching staff as universities are increasing the number of English-medium programmes. A number of studies have been conducted to explore EMI policies and practices, implications for pedagogy, as well as challenges for educators and students, including learners' academic skills, learning styles, level of content knowledge, academic practices, and varying ethical standards. Some issues under analysis are considered to be the main problematic questions faced in multilingual and multicultural classrooms. As noted by Dearden, the change in the learning and teaching language may deeply affect not only students but teachers as well. The current study seeks to answer the research questions of how university teachers conceptualize EMI and what possibilities and challenges this practice offers.

scholarly journals Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches

2019 ◽  
Vol 11 (6) ◽  
pp. 1602 ◽  
Author(s):  
Rodrigo Lozano ◽  
Maria Barreiro-Gen ◽  
Francisco Lozano ◽  
Kaisu Sammalisto
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Social Dimension ◽  
Considerable Progress ◽  
Correlation Analyses ◽  
The Social ◽  
European Higher Education ◽  
Pedagogical Approaches

There has been considerable progress in the incorporation of sustainable development (SD) into higher education institutions’ curricula. This has included research on competences for SD and pedagogical approaches used; however, there has been limited research on the connection between how pedagogical approaches are used and how they may develop sustainability competences. A survey was developed, based on the ‘connecting sustainable development pedagogical approaches to competences’ framework, to investigate sustainability being taught, sustainability competences developed, and pedagogical approaches used in European higher education institutions. The survey was sent to a database of more than 4000 contacts from which 390 complete responses (9.80%) were obtained. The results show that the social dimension was the least addressed at 18% of responses, while the economic, environmental, and cross-cutting dimensions were addressed almost equally. The correlation analyses showed a relation between the contribution to sustainability and the strength of competences, and between the strength of competences and the strength of pedagogical approaches. The results from the survey helped to update the theoretical framework, which provides a more precise perspective on how sustainability competences can be better developed in class, and how to better develop all the sustainability competences.

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