The implementation of English-medium instruction in Croatian higher education: Attitudes, expectations and concerns

Abstract

With the increasing internationalization of higher education (HE) and a growing need for English-taught programmes, research into attitudes towards English-medium instruction (EMI) is particularly important. This chapter reports on the first such study conducted in the Croatian context, where HE is almost exclusively carried out in the national language. A questionnaire-based study was conducted among 177 Rijeka University (UNIRI) students enrolled in the final year of an MA degree. The findings suggest that the large majority of the respondents believe that either no or few university courses should be in English. They are also largely unwilling to undertake EMI. Furthermore, most respondents do not find it possible for instruction at UNIRI to become English-medium. The introduction of EMI is largely facing scepticism, fear, and concern. The respondents are highly sceptical about the ability and motivation of teachers and students to transfer and acquire knowledge in English. They fear that EMI would make their studies too time-consuming and adversely affect their grades. Almost a third are concerned that Croatian would become inadequate as a medium for transmitting new scholarly knowledge. The respondents, however, expect EMI, if implemented, to help them improve their English, prepare them for a competitive labour market, and help UNIRI to get a better rating. The findings also reveal several significant paradoxes and discrepancies, and suggest some measures which should be taken prior to and concurrently with the implementation of EMI.

University lecturers' perceptions of the role of English in their teaching

“…Three lecturers also contemplated that the reason for some university lecturers' lack of proficiency in EMI could have resulted from resistance to English use due to cultural identity and linguistic heritage of the L1 and resistance to English as a colonising language. Similar notions on EMI have been seen in studies by Bolton and Kuteeva (2012), Jensen and Thøgersen (2011), and Margić and Zezelic (2015). However, critique was also aimed at insufficient language training or incentives to help teachers with EMI.…”

“…NNS lecturers may also feel ill-prepared for EMI (Cots, 2013) or EMI instruction is seen to decrease the lecturer's ability to communicate academic content as fully and accurately as with the L1 Tange, 2010). EMI has also been seen to increase the workload for the lecturers and students (Gürtler & Kronewald, 2015;Margić & Zezelic, 2015), especially if the joint L2 creates issues for all involved.…”

The Application of EMI in Higher Education: Learners Cognition Perspective

“…As a consequence of the increasing internationalisation of higher education, more and more schools throughout the globe are incorporating EMI (teaching in English) into their curricula and class practices [1]. While the widespread use of EMI is a reflection of and aid to the transition to ELF, which may promote knowledge production, sharing, and intercultural dialogue, it presents significant challenges for children whose complex learning needs are often unmet in multilingual classrooms [2] [3].…”