The ROAD-MAPPING Framework

Dafouz, Emma; Smit, Ute

doi:10.1007/978-3-030-23463-8_3

Cited by 5 publications

(20 citation statements)

References 62 publications

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“…RO refers to different roles of English in a multilingual higher education setting such as for teaching, research and administration. But these roles must be investigated in relation to the "complete linguistic repertoire" of a university because English might be "in contact and conflict with other languages and their institutional and societal histories" [6]. Therefore, language roles are best described in relation to its context (societal, institutional, pedagogical and communicational) [6].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…But these roles must be investigated in relation to the "complete linguistic repertoire" of a university because English might be "in contact and conflict with other languages and their institutional and societal histories" [6]. Therefore, language roles are best described in relation to its context (societal, institutional, pedagogical and communicational) [6]. AD discusses academic literacy and academic (disciplinary) culture.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…AD discusses academic literacy and academic (disciplinary) culture. The former concerns the production of artefacts (written and spoken) whereas the latter relates to "discipline-specific conventions" [6]. It is essential to be familiar with these two factors as each discipline has varied teaching and learning practices, curricular design and assessment methods [7].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…On the one hand, universities are making curricular changes to meet international standards so that they could improve their international rankings. On the other hand, due to presence of EMI, the curriculum becomes inaccessible to a diverse student body with very different expectations and language abilities' [6]. This increases the risk of "curricular homogenisation and the imposition of Westernised approaches and paradigms on local academic cultures" [34].…”

Section: Internationalisation and Glocalisationmentioning

confidence: 99%

“…Moreover, Dafouz and Smit [6] apprehensively state that use of EMI at university may lead to students' inability to demonstrate disciplinary knowledge in the first language or other languages. This may hint at the adverse effect EMI may have on development of (literature in) other languages.…”

Section: Adverse Effect On Local Languagesmentioning

confidence: 99%

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English medium instruction in the higher education in Pakistan: A retrospective analysis using the ROAD-MAPPING framework

Siddiqui

2022

Obraz. nauka

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Abstract. Introduction. EMI (English as a medium of instruction) is increasing far and wide due to spread of English around the world. Internationalisation and globalisation have compelled various counties to adopt EMI. However, the adoption of EMI in the higher education in Pakistan was more a colonial legacy than a thoughtful choice. In fact, EMI has remained the medium of instruction in the higher education in Pakistan for over seventy years.Aim. The aim of the article was to examine the factors that have contributed to implementation and continuation of EMI in the higher education in Pakistan.Methodology and research methods. The work is based on the retrospective analysis of the available literature on English-medium instruction in the higher education in Pakistan using the ROAD-MAPPING framework. Qualitative text analysis method (concept-driven) was utilised to deductively analyse the data. Thematic analysis of data was conducted employing inductive approach (data-driven).Results. The analysis revealed that English played (and still plays) the roles of official language and MOI (medium of instruction) at the university level in Pakistan. It was also established that these roles remained controversial yet unbeatable due to unclear policies regarding local languages and the tacit, unflinching support EMI received from the corridors of power. In addition, it was also observed that over the years, EMI had received considerable favour from teachers, parents and students in the higher education. Conversely, the research evidence indicated that EMI posed pedagogical challenges to students and teachers which were evident in students’ struggle with academic acculturation. Moreover, it was found out that tensions between international demands and local needs have not only created a socio-economic gap but have also discouraged the development of local languages.Scientific novelty. The scientific novelty of this work presents a bigger picture of independent yet interconnected dimensions that have influenced EMI in higher education in Pakistan.Practical significance. The study draws interesting conclusions based on the analysis and discusses practical recommendations for key stakeholders. Thus, the work will be worthy of consideration by educators who are interested in studying this concept in the context of Pakistan where the literature desperately lacks any theoretically-backed substantial work in this research area.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Internationalisation and Glocalisationmentioning

confidence: 99%

Section: Adverse Effect On Local Languagesmentioning

confidence: 99%

See 3 more Smart Citations

English medium instruction in the higher education in Pakistan: A retrospective analysis using the ROAD-MAPPING framework

Siddiqui

2022

Obraz. nauka

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Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges

Mitchell

2021

Second Language Research

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A major rationale for study abroad (SA) from the perspective of second language acquisition is the presumed opportunity available to sojourners for naturalistic second language (L2) “immersion”. However, such opportunities are affected by variations in the linguistic, institutional and social affordances of SA, in different settings. They are also affected by the varying agency and motivation of sojourners in seeking second language (L2) engagement. For example, many sojourners prioritize mastering informal L2 speech, while others prioritize academic and professional registers including writing. Most will operate multilingually, using their home language, a local language, and/or English as lingua franca for different purposes, and the types of input they seek out, and language practices they enter into, vary accordingly. Consequently, while researchers have developed varied approaches to documenting L2 engagement, and have tried to relate these to measures of L2 development, these efforts have so far seen somewhat mixed success. This article reviews different approaches to documenting SA input and interaction; first, that of participant self-report, using questionnaires, interviews, journals, or language logs. Particular attention is paid to the popular Language Contact Profile (LCP), and to approaches drawing on Social Network Analysis. The limitations of all forms of self-report are acknowledged. The article also examines the contribution of direct observation and recording of L2 input and interaction during SA. This is a significant alternative approach for the study of acquisition, but one which poses theoretical, ethical and practical challenges. Researchers have increasingly enlisted participants as research collaborators who create small corpora through self-recording with L2 interlocutors. Analyses in this tradition have so far prioritized interactional, pragmatic and sociocultural development, in learner corpora, over other dimensions of second language acquisition (SLA). The theoretical and practical challenges of corpus creation in SA settings and their wider use to promote understandings of informal L2 learning are discussed.

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Internationalisation and English medium education in Vietnamese universities: Professional role transformation among English language lecturers

Pham

Nguyen²,

Hoa

et al. 2023

Research in Comparative and International Education

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This paper investigates an emerging professional role transformation in Vietnamese universities, whereby English language teaching (ELT) lecturers transform themselves into English medium instruction (EMI) lecturers in a discipline new to them. Through interviews with five ELT/EMI lecturers working in separate universities and different disciplines, the study investigates reasons for their decision to engage in such professional mobility, their role transformation experience, and its implications for educational quality. We argue that participants’ move into EMI was shaped by the strategic imperative for higher education internationalisation, and the mistaken belief that EMI alone can achieve the English language development students require for academic success. It is also argued that the transformation option made available to the participants was not the best use of their skills, and that a profound change of perspective is needed at the institutional level to most effectively use the strengths of ELT lecturers to support educational quality.

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The ROAD-MAPPING Framework

Cited by 5 publications

References 62 publications

English medium instruction in the higher education in Pakistan: A retrospective analysis using the ROAD-MAPPING framework

English medium instruction in the higher education in Pakistan: A retrospective analysis using the ROAD-MAPPING framework

Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges

Internationalisation and English medium education in Vietnamese universities: Professional role transformation among English language lecturers

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