Promises and realities of foreign language medium instruction in the light of internationalization: A case study on EMI and AMI at an Indonesian Islamic University

Abstract

The desire to improve institutional profile and students’ linguistic skills leads to the growth of English as a Medium of Instruction (EMI). While studies regarding EMI have been sufficiently documented, little is known about Arabic as a Medium of Instruction (AMI) in the expanding circles. To fill in the gap, our study examines EMI and AMI at IIU University (Indonesian Islamic University) using semi-structured interviews with six alumni of the program. Data were analyzed through Phan’s (2017) conceptualization of adjusted desire and transformative mediocrity. The findings demonstrate that EMI and AMI are strategically employed to symbolically legitimize the “international” profile. In practice, both EMI and AMI likely result in below-mediocre quality education. However, the participants still hold the (limited) power of transformation, as they view their recent teaching position and recognition as having been impacted by their below-mediocre EMI and EMI programs.

Editorial

“…The disregard and neglect of local languages in favor of the global templates of competitiveness (e.g., rankings and world-class university making) nurture mediocre status of local abilities in the global competition. Irham and Wahyudi (2023) show that the engagement of Arabic as Medium of Instruction for the internationalization of local universities achieves greater impact if it does not follow the trends set by the EMI programs in the region. Empowerment through students’ choice of language (English or Arabic) is particularly viewed by the participants as creating a better learning environment.…”

“…This misapprehension of choices has appeared to create challenges as much as opportunities for many academic programs. The second part of our SI examines in particular a range of dilemmas faced as well as generated by the quest for internationalization via English as Medium of Instruction (EMI) programs where utilitarian rationales were prioritized and cultural contexts and connotations were peripheralized (see Irham and Wahyudi, 2023; Pham et al, 2023). The collection of papers presented in this second part also question the extent to which critical assessment of emerging problems contributes to the conceptualization of dilemmas experienced in the internationalization of HE in Asia, and in the adoption of mobile ideas and practices in curriculum development, and traing programs.…”

Higher education as public good, sustainable development goals, and crisis response in neoliberal political economy

“…Over the past three decades, Asian higher education (HE) has been exponentially developed and transformed (Irham and Wahyudi, 2023; Leve, 2021; Oleksiyenko et al, 2021; Phan, 2017; Pongsin et al, 2023). As it has benefited from many opportunities, Asian HE has also faced significant challenges due to the vast tidal wave of globalisation, commercialisation, neoliberalisation, as well as the recent COVID-19 crisis, all of which have found their way into all levels of policy and operation (Phan and Fry, 2021).…”