A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia

Ali, Nor Liza

doi:10.1080/14664208.2013.775543

Cited by 74 publications

(46 citation statements)

References 25 publications

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“…Because of the high value and prestige accorded to the English language, lecturers believed that EMI was capable of ushering in benefits both at the institutional and national level such as social mobility and career prospects. Less convergence between policy makers and faculty was found in Ali's (2013) study of a Malaysian university where lecturers did not share the same understanding of the meaning of internationalisation but rather held what the author calls 'a silent understanding' of it.…”

Section: Teacher and Student Beliefs About Emimentioning

confidence: 94%

A systematic review of English medium instruction in higher education

et al. 2017

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After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research outputs with those from other phases of education. An in-depth review of 83 studies in HE documents the growth of EMI in different geographical areas. We describe studies which have investigated university teachers' beliefs and those of students before attempting to synthesise the evidence on whether teaching academic subjects through the medium of English as a second language (L2) is of benefit to developing English proficiency without a detrimental effect on content learning. We conclude that key stakeholders have serious concerns regarding the introduction and implementation of EMI despite sometimes recognising its inevitability. We also conclude that the research evidence to date is insufficient to assert that EMI benefits language learning nor that it is clearly detrimental to content learning. There are also insufficient studies demonstrating, through the classroom discourse, the kind of practice which may lead to beneficial outcomes. This insufficiency, we argue, is partly due to research methodology problems both at the micro and macro level.at https://www.cambridge.org/core/terms. https://doi

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Section: Teacher and Student Beliefs About Emimentioning

confidence: 94%

A systematic review of English medium instruction in higher education

et al. 2017

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“…However, studies suggest that the use of EMI does not guarantee only positive benefits, at least in certain contexts (Byun et al, 2011). One cause of this could be a gap between institutional policies and practice (Ali, 2013;Hu, Li, & Lei, 2014). Additionally, when taught by non-native English speaking professors, EMI has been found to increase the workload for those professors (Sercu, 2004), who have to invest more time in preparing for the lessons, and students (Kim as cited in Byun et al, 2011) by causing less classroom interaction (Airey & Linder, 2006), with the result that professors cover less material or cover it more superficially (Olsten & Hukin, 1990), which can affect the understanding and learning of content (Sert, 2008;Kırkgöz, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…In Europe, and partly through the ERASMUS, SOCRATES, and LEONARDO programs, its growth has been fueled by the push to promote a multilingual Europe (Ali, 2013;Aguilar, 2015). Additionally, EMI is seen to support economic objectives related to raising university revenue by drawing both local and international students to the university (Mortensen & Haberland, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, since they have the responsibility of preparing future professionals to become world citizens who can successfully "compete" in the modern world (Haigh, 2014), EMI has been perceived as a tool to build competence in the "language of knowledge" (Ali, 2013, p. 74). Some authors have suggested that English language development seems to be a secondary aim of policy-makers when implementing EMI experiences (Ali, 2013;Smit & Dafouz, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Is EMI Enough? Perceptions from University Professors and Students

Corrales¹,

Rey

Escamilla

2016

laclil

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Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new.Keywords: English medium instruction; intercultural education; international education; higher education. CORRALES, PABA REY, SANTIAGO ESCAMILLA ¿Es suficiente el uso del inglés como medio de instrucción?Percepciones de estudiantes y profesores universitarios ResumenLa internacionalización de la educación superior tiene como objetivo el desarrollo de competencias interculturales e internacionales (CII) y el desarrollo de la lengua extranjera. Para lograr esto, las universidades en todo el mundo han implementado estrategias como la enseñanza de materias y contenidos en inglés, también conocida como el uso del inglés como medio de instrucción (en inglés: EMI). Sin embargo, hay aún escasa investigación sobre los aspectos positivos y negativos relacionados con la implementación de este enfoque en América Latina. Por esta razón, este estudio de caso explora las percepciones de un grupo de profesores de ciencias de la computación, de estudiantes y del administrador del programa en una universidad colombiana, en relación con el uso de este enfoque en el aprendizaje de contenidos y lengua y el desarrollo de las competencias interculturales e internacionales. Los resultados del estudio indican que la implementación de esta iniciativa ofrece beneficios, pero también plantea algunos retos. Por lo tanto, se generan algunas recomendaciones que conciernen a la institución como tal, a los profesores y los estudiante y se plantean algunos elementos del enfoque AICLE para apoyar el aprendizaje. Se espera que estos resultados contribuyan al análisis de la discusión del enfoque AICLE y EMI, especialmente en América Latina, en donde esta práctica es relativamente nueva.Palabras clave: inglés-medio de instrucción; educación intercultural; educación internacional; educación superior. 320O uso do inglês como meio de instrução é suficiente? Percepções de estudantes e professores universitários ResumoA internacionalização do ensino superior tem...

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“…In Asia too, universities in countries like China, Taiwan, Korea Vietnam, Indonesia and Malaysia are increasingly adopting English as a way to gain access to cutting-edge knowledge, enhance national competitiveness in innovation and knowledge production (Hu, 2007) and, naturally, as a strategy for improving graduates' English proficiency (Ali, 2013;Hamid, Nguyen & Baldauf, 2013;Wong, 2010). Japan has also increasingly begun to experiment with EMI classes, although originally for slightly different reasons.…”

Section: Introductionmentioning

confidence: 99%

Teaching in English Is Not Necessarily the Teaching of English

Chapple¹

2015

IES

144

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Described as a "galloping" phenomenon now considered "pandemic" in proportion, the use of English as the lingua franca medium of instruction (EMI) at higher education institutions (HEIs) across the globe is today considered the most significant trend in educational internationalisation. Japan is no exception and a growing number of the nation's universities are increasingly offering classes-and even entire courses-in English. Seen by some as a panacea for jump-starting the nation's stagnant internationalisation profile and improving overall English language skills, this paper firstly explores the theoretical background and rationale behind the trend to utilize EMI based on a review of the literature. Secondly, questionnaire data and feedback from Japanese students taking such classes at two, second-tier universities are analyzed to help shed light on attitudes and ascertain the issues as well as highlight some limitations and problems involved with EMI classes. Finally, it concludes with practical recommendations for greater language support activities and warns of the implications of naively equating EMI alone to an automatic improvement in English language ability in the Japanese context.

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A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia

Cited by 74 publications

References 25 publications

A systematic review of English medium instruction in higher education

A systematic review of English medium instruction in higher education

Is EMI Enough? Perceptions from University Professors and Students

Teaching in English Is Not Necessarily the Teaching of English

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