Is EMI Enough? Perceptions from University Professors and Students

Corrales, Kathleen A.; Rey, Lourdes; Escamilla, Nazira Santiago

doi:10.5294/laclil.2016.9.2.4

Cited by 40 publications

(46 citation statements)

References 33 publications

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“…However, the studies that considered other stakeholders' views in addition to those of EMI instructors and students, i.e. programme heads and office staff (Hou, Morse, Chiang, & Chen, 2013), administrative personnel (Doiz, Lasagabaster, & Sierra, 2014), program administrators (Corrales, Paba Rey, & Santiago Escamilla, 2016), and university leaders at different levels (Duong & Chua, 2016) were maintained as part of our dataset. The two authors of the paper reviewed each publication and when any disagreement relating to the interpretation of the publications' content occurred, the issue was discussed until consensus was achieved.…”

Section: The Impact Of Online Technologies and English Medium Instrucmentioning

confidence: 99%

The Impact of Online Technologies and English Medium Instruction on University Lectures in International Learning Contexts: A Systematic Review

Querol-Julián¹,

Camiciottoli²

2019

ESP Today

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This paper addresses how the university lecture is evolving in response to new realities in international higher education driven by two important trends: innovative online instructional technologies and the rise of English Medium Instruction (EMI). Following a brief review of the lecture as the core instructional channel in universities, we offer a detailed overview of the new technology-driven lecture formats that are now available to learners worldwide. We then shift the focus to the role of EMI, with particular attention to understanding how both instructors and students view this relatively new approach to learning. This was accomplished through a systematic review of EMI-related literature available in scholarly databases. Findings showed that most research has focused on the language-related issues of learners, and little attention has been paid to the crucial issue of lecture comprehension, which is mainly caused by the low level of proficiency of students/instructors and domain-specific vocabulary. Moreover, studies have almost exclusively addressed face-to-face settings, indicating a need to expand EMI research to include online lecture settings that are increasingly frequent in international higher education. This paper contributes to the body of knowledge relating to new trends in how lectures are experienced and perceived in international educational settings.

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Section: The Impact Of Online Technologies and English Medium Instrucmentioning

confidence: 99%

The Impact of Online Technologies and English Medium Instruction on University Lectures in International Learning Contexts: A Systematic Review

Querol-Julián¹,

Camiciottoli²

2019

ESP Today

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“…Otros trabajos en América Latina (McDougald, 2015;Corrales, Paba y Santiago, 2016) muestran que es limitada la implementación del enfoque EMI/CLIL en educación superior.…”

Section: Referente Teóricounclassified

Internacionalización del currículo en México desde la innovación de asignaturas en inglés

Bello

García-Meza

2021

Act. Inv. en Educ.

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Las instituciones de educación superior evocan esfuerzos hacia acciones innovadoras que impulsen la internacionalización del currículo y promuevan el desarrollo de la competencia intercultural en sus programas educativos, a través del uso del inglés como medio de instrucción. Considerando el enfoque teórico de la innovación educativa y la perspectiva de la internacionalización, este texto tiene como objetivo analizar los factores que restringen un proceso innovador, en el cual se implementan asignaturas en la Universidad de Sonora, México desde la percepción del profesorado. Desde el enfoque cuantitativo y el método descriptivo, se realiza la aplicación de un cuestionario digital a 36 personas docentes que fueron acreditadas durante 2018-2019 para ofrecer este tipo de enseñanza. Los resultados denotan aspectos que, en su mayoría, restringen el proceso de innovación, aunque también destaca el interés y disposición de docentes hacia este proceso. Los factores que restringen comprenden la insuficiencia de la gestión institucional, al interior de instancias administrativas y de los departamentos, además de la falta de apoyo a docentes y el seguimiento a estas asignaturas, junto con la ausencia de un entendimiento compartido de los objetivos de la innovación; situación que permite suponer una comprensión programática acerca de la internacionalización. Se concluye la necesidad de promover políticas institucionales articuladas con la práctica, comprensión y adaptación a diferentes campos disciplinares, estableciendo pautas más prácticas para la implementación de este tipo de internacionalización. Además de la pertinencia de utilizar otras perspectivas teóricas en el estudio de la internacionalización del currículo.

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“…It is important to consider, however, that students in the fields of social sciences tend to have greater English language proficiency than those of engineering or sciences (Wächter & Maiworm, 2014 Little research on the topic has been carried out in Africa or Latin America, so it is difficult to say how it is being implemented in those regions. Though EMI is growing in Latin America, the only Latin American study found at the time of this writing is from Colombia (Corrales, Paba-Rey, & Escamilla-Santiago, 2016). Both Dearden's (2014) (Airey, 2015;Ball & Lindsay, 2013), the effects of EMI on academic performance (Airey, 2011;Dafouz & Camacho-Miñano, 2016), proficiency by disciplinary area (Dimova & Kling 2018), the use of L1 (Ibrahim, 2001;Macaro, 2019;Pun & Macaro, 2019), motivation (Doiz & Lasagabaster, 2018), compensatory strategies (Kling, 2016), required competencies of instructors (Macaro, Akincioglu, & Han, 2019) and of learners (Sancho-Guinda & Thompson, Aizawa, Curle, & Rose, 2019), and instructor identity (Dafouz, 2018;Kling, 2015), among others.…”

Section: English As a Medium Of Instructionmentioning

confidence: 99%

Establishing Teacher-Student Rapport in an English-Medium Instruction Class

Santana

2020

laclil

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English-medium instruction classes in higher education are increasing in countries where English is not the first language. Though these courses offer advantages, they also offer concerns and challenges. One of these challenges is creating a rapport between a teacher and students who are working in a language that is not their own. Rapport is important because it has been linked to academic performance. This study explored possible differences in rapport between two groups of students who were taking a class on Communications Research at a Mexican university. One group took the class in their native language, Spanish, and the other one took the class in English. The teacher, the programme, and the materials were identical in both cases; they only differed in the language of instruction. The study is qualitative in the ethnographic tradition. Videos of classroom interactions were used as a data source, which were analysed and coded. Codes were based on rapport-building activities. The teacher’s log and the nine-item Student-Instructor Rapport scale complemented the study. The videos showed evidence of rapport-building activities in both the Spanish and English groups. The results of the scale showed that the students in the English group perceived a stronger rapport between the instructor and the students, than those in the Spanish group.

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Is EMI Enough? Perceptions from University Professors and Students

Cited by 40 publications

References 33 publications

The Impact of Online Technologies and English Medium Instruction on University Lectures in International Learning Contexts: A Systematic Review

The Impact of Online Technologies and English Medium Instruction on University Lectures in International Learning Contexts: A Systematic Review

Internacionalización del currículo en México desde la innovación de asignaturas en inglés

Establishing Teacher-Student Rapport in an English-Medium Instruction Class

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