Evolving Agendas in European English-Medium Higher Education

Earls, Clive W.

doi:10.1057/9781137543127

Cited by 51 publications

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“…reasons (Earls, 2016). In the midst of this growth are language learners and content teachers who are working in two or more languages in EMI schools, with a focus on the content of subjects such as maths and science.…”

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confidence: 99%

Longitudinal Vocabulary Development in an EMI International School Context: Learners and Texts in EAL, Maths, and Science

Coxhead

Boutorwick

2018

TESOL Quarterly

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This article focuses on vocabulary in the context of English‐medium instruction at an international high school in Germany. Longitudinal testing was carried out using the Vocabulary Levels Test (VLT) (Nation, ; Schmitt, Schmitt, & Clapham, ), with 468 participants tested on entry to their first year of secondary school (Grade 6, aged 10–11 years old) and annually thereafter from 2009 to 2015. Learners with the lowest scores on the high frequency (first 2,000 level) words of the VLT in Grade 6 were nonnative speakers, so they were given English as an additional language support. These learners reached mastery of the first 2,000 of the VLT by Grade 9. Nonnative speakers with higher scores on the VLT and native speakers had mastery of the 2,000 level from Grade 6, and all three groups scored similarly at the 3,000 level and academic sections of the test by Grade 10. A corpus‐based lexical analysis of representative textbooks in English as an additional language, maths, and science and learning materials from Grade 6 demonstrates the importance of high‐frequency vocabulary in these texts, and that learners need a large vocabulary to deal with these texts, particularly in maths and science.

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confidence: 99%

Longitudinal Vocabulary Development in an EMI International School Context: Learners and Texts in EAL, Maths, and Science

Coxhead

Boutorwick

2018

TESOL Quarterly

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“…Firstly, offering programs through English breaks down language barriers for international faculty, and thus, attracts the highest qualified and most knowledgeable lecturers, and researchers. Similarly, the adoption of EMI programs opens doors for international students and increases revenue; and thirdly, EMI provides, creates, and fosters an international environment which benefits the local university's staff and students (Earls 2016;. The term EMI has come to refer to many different types of programs, in fact, implementation and practice of EMI differs according to each institution's, and nation's language policy and goals.…”

Section: English-medium Instruction In Higher Educationmentioning

confidence: 99%

The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers

Ament

Vidal

Parés

2022

PRAG

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This study examines a semi and a full English-medium instruction (EMI) undergraduate program offered at a Catalan university in order to measure its effect on the students’ oral output. Specifically, it tackles the acquisition of pragmatic markers (PMs) by measuring four variables, the overall frequency of use, the variety of types, the use of textual PMs, and the use of interpersonal PMs. Oral data were collected via a monologue and an interaction task. The study is cross-sectional with 39 full-EMI and 33 semi-EMI participants in 2nd and 3rd year of study plus 10 native speakers. PM use was chosen for analysis due to the important role they play in communicative competence. Results show a significant increase in the overall frequency and variety of types of PMs used from year 2 to year 3. The full-EMI group used PMs at a significantly higher frequency and wider variety when compared to the semi-EMI group, neither group reached baseline levels for use of interpersonal PMs, and both groups displayed a higher use of textual PMs compared to the NSs.

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“…The third type employs Spolsky's framework to analyze the influences of the language policies on the language practices at university level. The studies of Hilgendorf (2005), Erling and Hilgendorf (2006) and Earls (2016) have recognized the importance of BP and Erasmus as the most influential initiatives and noticed some main policy actors at the German federal level, such as the influence of BMBF, DAAD and HRK's policy documents on EMI, but they have mainly chosen one or some universities to explore the influence and have made no systematic attempt to analyze their institutional language ideologies. Also, the study concerning the interrelationship between these institutional language ideologies and the actual EMI practices in German HEIs in general is lacking.…”

Section: Researches On Emi In Germanymentioning

confidence: 99%

Language Issue in German Higher Education Internationalization: Ideologies, Management and Practices for English-Medium Instruction

Lin¹,

Yang²

2020

IJEL

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Employing document analysis and corpus-assisted discourse analysis, this study examines the language ideologies in German higher education internationalization policies and strategies, across European, German federal and university levels. It further investigates how these policies and strategies relate to the English-medium instruction practices in German universities, adopting Spolsky’s (2004, 2009) framework for language policy analysis. Results show that all institutions at the three levels recognize the role of EMI in promoting the higher education internationalization, but their policy documents adopt evasive attitudes towards EMI to varying degrees. The internationalization policies at the European level show the most tendency to evade the language issue, especially English, while the German federal internationalization documents include more contents about language, even EMI, and they are concerned about promoting the German language alongside English. At the university level, the welcoming attitudes towards EMI are displayed most overtly in the internationalization strategies and the rapid development trend and the predominant English-only type of EMI programs. The study underscores the potential benefits of a multilayered analysis of higher education internationalization policies and EMI practices, and the universities’ important role in balancing the English and the national language in the higher education domain.

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Evolving Agendas in European English-Medium Higher Education

Cited by 51 publications

References 0 publications

Longitudinal Vocabulary Development in an EMI International School Context: Learners and Texts in EAL, Maths, and Science

Longitudinal Vocabulary Development in an EMI International School Context: Learners and Texts in EAL, Maths, and Science

The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers

Language Issue in German Higher Education Internationalization: Ideologies, Management and Practices for English-Medium Instruction

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