Relevant bibliographies by topics / English-medium

Academic literature on the topic 'English-medium'

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Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "English-medium"

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Knagg, John. "English Medium Instruction." ELT Journal 74, no. 3 (June 27, 2020): 362–65. http://dx.doi.org/10.1093/elt/ccaa028.

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Channa, Khalid Hussain, Shumaila Memon, and Faraz Ali Bughio. "English Medium or No English Medium: Parental Perspectives from Pakistan." Theory and Practice in Language Studies 6, no. 8 (August 1, 2016): 1572. http://dx.doi.org/10.17507/tpls.0608.07.

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Medium of instruction plays vital role in the education of children. Being major beneficiary or sufferer, parents’ role is integral as one of the major stakeholders in the education policy of Pakistan. This research is aimed to present an analysis of parental perceptions regarding medium of instruction for the education of their children. The present research draws closely on Woolard Schieffelin & Kroskrity’s Language Ideology Model (1998) for understanding perceptions of parents for English as a medium of instruction. The researchers conducted 12 semi structured interviews from parents of Hyderabad city by using Maximum Variation Sampling (Seidman, 1998). These interviews were analyzed using Constant Comparative Method (Lincoln &Guba, 1985). The findings of the study suggest that Pakistan is a multilingual state and the parents’ preferences of the language they want to be used in their children’s schools are not uniform. Therefore, government should involve parents at grass root level while making education policy for effective outcomes.
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Andrew, Anthony. "English Medium Instructions on English Language Proficiency." Asian Research Journal of Arts & Social Sciences 4, no. 4 (January 10, 2017): 1–10. http://dx.doi.org/10.9734/arjass/2017/37756.

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Sahan, Kari. "Implementing English-medium instruction." Australian Review of Applied Linguistics 44, no. 2 (July 7, 2021): 129–53. http://dx.doi.org/10.1075/aral.20094.sah.

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Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.
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Curle, Samantha, Dogan Yuksel, Adem Soruç, and Mehmet Altay. "Predictors of English Medium Instruction academic success: English proficiency versus first language medium." System 95 (December 2020): 102378. http://dx.doi.org/10.1016/j.system.2020.102378.

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Schmidt-Unterberger, Barbara. "The English-medium paradigm: a conceptualisation of English-medium teaching in higher education." International Journal of Bilingual Education and Bilingualism 21, no. 5 (July 4, 2018): 527–39. http://dx.doi.org/10.1080/13670050.2018.1491949.

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Karakaş, Ali. "Orientations towards English among English-medium Instruction Students." Englishes in Practice 2, no. 1 (January 15, 2015): 1–38. http://dx.doi.org/10.1515/eip-2015-0001.

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Abstract Based on the empirical data of my PhD research, this paper analyses the perceptions of 351 undergraduate students enrolled at English-medium universities towards English in terms of the language ideology framework. The students were purposively sampled from three programs at three Turkish universities. The data were drawn from student opinion surveys and semi-structured interviews. The findings paint a blurry picture, with a strong tendency among most students to view their English use as having the characteristics of dominant native varieties of English (American English & British English), and with a high percentage of students’ acceptance of the distinctiveness of their English without referring to any standard variety. The findings also show that many students’ orientations to English are formed by two dominant language ideologies: standard English ideology and native speaker English ideology. It was also found that a large number of students did not strictly stick to either of these ideologies, particularly in their orientation to spoken English, due, as argued in the main body, to their experiences on language use that have made them aware of the demographics of diverse English users and of the diverse ways of using English.
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Khosa, Durdana, Ayesha Butt, Mehwish Malghani, Maria Khosa, and Rabia Bukhari. "PERCEPTIONS OF ENGLISH MEDIUM AND NON-ENGLISH MEDIUM STUDENTS REGARDING DEMOTIVATION IN LEARNING ENGLISH AS FOREIGN LANGUAGE." IJASOS- International E-journal of Advances in Social Sciences 2, no. 5 (2016): 530. http://dx.doi.org/10.18769/ijasos.55356.

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Yeo, Marie. "Book Review: English Medium Instruction." RELC Journal 51, no. 2 (May 22, 2019): 318–20. http://dx.doi.org/10.1177/0033688219837051.

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Costa, Francesca. "English-medium instruction at universities." International Journal of Multilingualism 13, no. 2 (January 22, 2016): 252–55. http://dx.doi.org/10.1080/14790718.2015.1132552.

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Dissertations / Theses on the topic "English-medium"

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Schmidt-Unterberger, Barbara. "The English-medium paradigm: a conceptualisation of English-medium teaching in higher education." Taylor&Francis Group, 2018. http://epub.wu.ac.at/6416/1/13670050.2018.pdf.

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The discourse on English-medium teaching in higher education uses several terms and concepts to describe practices, very often synonymously. This contribution aims to fill the research gap of a conceptualisation of English-medium teaching in higher education. It will identify relevant approaches and their corresponding terminology, as well as clarify which approaches are most suitable for higher education. Given that the past decades have seen a substantial rise in the use of English as a teaching language in European compulsory schooling [Dalton-Puffer, C. 2011. "Content and Language Integrated Learning: From Practice to Principles?" Annual Review of Applied Linguistics 31: 182-183], the paper will also draw parallels between the secondary and the tertiary levels of education. At the same time, it will also be shown why insights drawn from research conducted in secondary education cannot simply be transferred to the tertiary level of education. The main focus of the paper is on the "English-medium Paradigm", a framework created to identify prevalent instructional types in Englishtaught programmes at universities in non-Anglophone countries [Unterberger, B. 2014. "English-medium Degree Programmes in Austrian Tertiary Business Studies: Policies and Programme Design." Dissertation, University of Vienna, 45-52]. The paradigm is based on terminological and conceptual considerations gained from the critical discussion of English for specific purposes, English for academic purposes, Content and language integrated learning and English-medium instruction literature [e.g. Bhatia, V. K. 1993. Analysing Genre: Language use in Professional Settings. London: Longman; Hyland, K. 2006. English for Academic Purposes: An Advanced Resource Book. London: Routledge; Dalton-Puffer, C. 2007. "Academic Language Functions in a CLIL Environment". In Diverse Contexts - Converging Goals: CLIL in Europe, edited by D. Marsh, 201-209. Mehrsprachigkeit in Schule und Unterricht 6. Frankfurt am Main: Lang; Dafouz, E., and U. Smit. 2014. "Towards a Dynamic Conceptual Framework for English-medium Education in Multilingual University Settings". Applied Linguistics. doi:10.1093/applin/amu034]. The paper therefore provides a timely conceptualisation of the varieties of English-medium teaching in higher education which also takes into account pedagogical considerations as well as implications for curriculum design.
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Karakas, Ali. "Turkish lecturers' and students' perceptions of English in English-medium instruction universities." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/394814/.

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Recently, many institutions in non-Anglophone contexts have switched to using English as a medium of instruction in education mostly as a strategic response to globalisation and internationalisation. This switch has increased the intake of international students and staff, leading to the representation of diverse languages and cultures on campuses. Researchers, fascinated by such transformations, have explored issues around EMI from various perspectives, but less from a language perspective, which is largely concerned with language policy and practice. Given this gap, this research explores Turkish students’ and lecturers’ perceptions of English, by considering their institutions’ English language policies and practices from their viewpoints. In doing so, part of the aim is to discover the language ideologies guiding students’ and lecturers’ perceptions of English. Using a mixed-methods research design, this research project employed three sets of data collection tools: questionnaires, individual interviews and documentary data. The research was conducted with undergraduate students and lecturers from three disciplines of three Turkish EMI institutions located in two provinces of Turkey. To analyse quantitative data, descriptive statistics and inferential statistics, i.e. the Kruskal-Wallis tests and the Mann-Whitney U tests were conducted. To analyse qualitative data, a mixture of qualitative content analysis and discourse analysis was utilised. The results show that overall, participants have monolithic perceptions of English in line with their positive perceptions of their own English being perceived as akin to native English, and of their institutions’ English language policies and practices grounded in native English. The results also demonstrate that many participants were more negative vis-à-vis others’ English, including that of Turkish students and lecturers whose English they perceived to be not native-like. It also emerged that various language ideologies, which were found to be formed by several factors, e.g. previous educational experiences, external factors and personal aspirations, have seemed to guide participants’ normative perceptions towards English. The research has ideological and practical implications for English language policy and practice in EMI universities as well as policy makers and content teachers both in Turkey and in other similar settings. The results propose that university policymakers should revise their institutions’ current academic English language policies to make them more linguistically ‘in-line’ with the current sociolinguistic reality of English — for example, by determining more appropriate entry requirements or by providing more appropriate EAP support for students. The research also has implications for ELT and EAP practitioners regarding the teaching of English and testing. ELT and EAP practitioners are recommended to reflect on their normative practices and expectations of their students’ language use and question the appropriacy of teaching standard (i.e. native) English to students who will, most likely, use English for communication with non-native English speakers and, primarily, for instrumental purposes, such as for the purpose of carrying out their academic tasks. At a more practical level, ELT teachers and EAP instructors can adopt error correction techniques which are mainly focused on meaning and content rather than on accuracy and show tolerance to students’ divergent use of English, with an emphasis on their “Englishing,” i.e. what they can achieve by using English, particularly for assessment.
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BROGGINI, SUSANNA. "EMI (ENGLISH-MEDIUM INSTRUCTIONS) NEL CONTESTO UNIVERSITARIO ITALIANO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/18477.

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Questa tesi riflette l’attuale interesse per il dibattito educativo sul ruolo e sull’uso dell’inglese come lingua veicolare in ambiente accademico. I programmi che utilizzano l’inglese come Medium of Instruction (EMI) sono al centro dell’attenzione di questo studio, che si compone di una parte quantitativa e una parte qualitativa. Attraverso un’analisi aggiornata dei dati raccolti da Costa e Coleman nel 2012, la prima parte descrive i risultati di un questionario spedito a tutte le università italiane; la parte qualitativa descrive l’utilizzo dei marcatori metadiscorsivi impiegati da quattro docenti dell’Università Cattolica di Milano. A tale scopo, è stata adottata una versione semplificata del modello di Ädel (2003), proposto da Nobles (2010), e applicato in questa sede al discorso accademico orale. L’aumento del numero di corsi di EMI in Italia registrato da Costa e Coleman nel 2012 è rimasto stabile. Il confronto tra l’uso di marcatori metadiscorsivi personali e impersonali mostra un maggior utilizzo dei primi, in particolare del pronome personale “we”. Infine, lo studio vuole fornire dati e riflessioni a docenti, istituzioni universitarie e legislatori, utili anche alla progettazione di corsi di formazione per insegnanti.
This thesis reflects the shared current interest in the ongoing educational debate on the role and use of English as a medium of instruction in academic settings. English as a Medium of Instruction (EMI) programs are the main focus of this study which includes a quantitative and a qualitative part. Through an up-to-date analysis of the data on EMI courses in Italy collected by Costa and Coleman in 2012, the first part shows the results of a questionnaire that was sent to all Italian universities; the qualitative part describes the use of metadiscourse markers by four Italian lecturers at the Università Cattolica of Milan. The simplified and restricted classification model of metadiscourse markers proposed by Nobles (2010), adapted from Ädel (2003), was here applied to the academic spoken discourse. The increase in the number of EMI courses in Italy registered by Costa and Coleman in 2012 has remained stable. The comparison of the use of personal and impersonal metadiscourse shows that personal metadiscourse tokens surpass the impersonal counterpart, with the pronoun “we” as the most frequent self-mention marker in the corpus. Finally, the present study can be of great interest both for lecturers and university policymakers or teacher-training designers.
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Arifuzzaman, Md. "Native language interference in Bangladeshi students’ use of articles in English essays : A comparison of Bengali medium and English medium schools." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37065.

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The impact of the first language on the second language has long been a vibrant and controversial issue in terms of second language acquisition. The impact or influence happens when learners learn a new language and transfer features from their native language to the new language. This paper investigates to what extent Bengali learners’ native language influences their use of articles in English as a second language and whether there is a difference depending on the language of instruction (Bengali and English, respectively). To do so 20 essays from two schools, one teaching through Bengali and one through English, a total of 40 learner essays were collected and examined. The results show that Bangladeshi English learners are influenced by the noun forms in Bengali and their ability to use English articles hardly differs according to the type of school they attend.
Förstaspråkets inverkan på andraspråket har länge varit en levande och kontroversiell fråga när det gäller språkinlärning. Påverkan eller inflytandet sker när inlärare lär ett nytt språk och överför karaktärsdrag från sitt förstaspråk till det nya språket. Den här uppsatsen undersöker i vilken mån bengaliska elevers modersmål påverkar deras användning av artiklar i engelska som andraspråk och om det är någon skillnad beroende på undervisningsspråk (bengali resp. engelska). Materialet är 20 elevuppsatser vardera från två skolor, skola A (undervisning på bengali) och skola B (undervisning på engelska), dvs totalt 40 uppsatser samlades in och analyserades. Resultaten visar att bengaliska elevers engelska texter visar drag av substantivformerna som används i bengali, och deras förmåga att använda engelska artiklar skiljer sig inte åt i någon större utsträckning beroende på undervisningsspråk.
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LaPrairie, Mark. "A case study of English-medium education in Bhutan." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021621/.

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This thesis examines the implementation of the policy for English-medium education in government-run schools in Bhutan, a small multilingual developing country in the eastern Himalayas. It identifies factors influencing its effective implementation, plus policy and practice measures to improve learning outcomes for students. It takes as a theoretic framework an approach known as ‘content and language integrated learning’ (CLIL). This involves integration of language and subject teaching. The study addresses the following research question: How can implementation of Bhutan’s policy of English-medium education be enhanced? Data to address these questions were gathered through a literature review, key informant interviews, focus group discussions and classroom observations. The study also draws on personal experience. The findings reveal that implementation of Bhutan’s policy of English-medium government-run education could be significantly enhanced. Students are not attaining control over English at desired levels of schooling; classroom practices favour didactic teaching-learning approaches; teachers’ tend to teach toward terminal examinations and adhere to traditional teacher and student roles; and subject teachers do not consistently support students’ English language development. The study also found that many stakeholders, including policy-makers, teachers, curriculum developers and teacher trainers lack awareness of the concept of language-related disadvantage in education and approaches for more effective second language-medium teaching and learning. This includes a lack of language-sensitive classroom practices in both language and subject classes. These findings highlight the need for teachers to make different methodological choices inside classrooms. To do this, teachers should become skilled and confident in the use of classroom practices which support students’ English language learning. Key stakeholders, particularly policy-makers, teachers and teacher educators, must understand and accept the need for further policy and practice measures to support language-sensitive teaching-learning approaches for English-medium education in Bhutan. The implications of these findings for policy, practice and future research are further elucidated.
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Young, Nia E. "The literacy and self-esteem of children attending Welsh-Medium and English-Medium schools in Wales." Thesis, Bangor University, 2014. https://research.bangor.ac.uk/portal/en/theses/the-literacy-and-selfesteem-of-children-attending-welshmedium-and-englishmedium-schools-in-wales(b02ef4d4-c499-4b62-a78f-a9770a5fdddd).html.

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El, Hassan El Tayeb El Mansour. "Graphological orientation in English and Arabic and its implications for transition to English medium education." Thesis, Aston University, 1986. http://publications.aston.ac.uk/14814/.

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Klaassen, Renate Gerarda. "The international university curriculum : challenges in english-medium engineering education /." Delft, 2001. http://www.zhaw.ch/fileadmin/user_upload/zhaw/bibliothek/nutzung.html.

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Splunder, Frank Van. "English as a medium of instruction in Flemish higher education." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556668.

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Due to the internationalization of European higher education, English has been gaining importance as a medium of instruction. This tendency may also be observed in Flanders, the Dutch-speaking part of Belgium. Yet, the Flemish government severely restricts the use of languages other than Dutch for teaching purposes. This monolingual policy contrasts sharply with the multilingual reality in Flanders, and has its roots in history. Belgium was constructed in 1830 as a French-speaking state, even though French was spoken by a minority. The Flemish majority and their language were effectively oppressed, and it was not until 1930 that Dutch was recognized as the language of higher education in Flanders. Language remains a sensitive issue in Belgium, and Flanders in particular has established close links between its language and identity. Alongside this essentialist attitude, a strong normative tradition may be observed, which may be linked to linguistic insecurity. As a result of the 'language struggle', language is commonly framed in terms of threat (from 'foreign' languages) and protection (of one's own language and culture). Yet, whereas in the past French was imposed from above, today's English is more readily accepted from below. The aim of my research was to analyse the policy and discourse on English-medium instruction (EMI) in a highly language-sensitive context. I analysed bottom-up (semi-public) discourse as well as top-down discourse (government and university policy), focusing on academic practices (EMI attitudes expressed by Flemish students and lecturers). I used a plurality of ('critical') methods, drawing on language policy research, discourse analysis, .~nd language attitudes research. I made use of texts (in their widest sense), questionnaires and interviews. The results reveal a dichotomy between political and academic discourse on EMI. Whereas the former is clearly ideological, the latter tends to be more pragmatic. Flemish students and lecturers in general express positive attitudes towards EMI, although they think some kind of regulation is necessary. Their attitudes are determined by a number of interrelated parameters, including age, experience, need, language command, and ideology. A culture shift has taken place in Flemish academia, in that English has replaced French as a second language, and it has arguably become the first academic language instead of Dutch (even though its use as a medium of instruction remains restricted). Many students and lecturers regard language in general - including foreign languages - as part of their identity, rather than (standard) Dutch only. The current language policy regarding EMI appears to be counterproductive, and may not be tenable in a globalizing academic environment.
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Santos, Ana Sofia Ribeiro dos. "English as medium of instruction in Finland and in Portugal." Master's thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/3468.

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Mestrado em Ensino Superior - Erasmus Mundus
Esta tese explora o tema do Inglês como língua de instrução no ensino superior europeu, através da comparação de dois países, Portugal e Finlândia. Duas universidades (a Universidade de Aveiro e a Universidade de Tampere) foram seleccionadas como estudos de caso. A investigação segue uma metodologia qualitativa aplicada às especificidades de um estudo comparativo, e a recolha de dados foi feita através de análise documental, bem como de entrevistas em ambas as instituições. A revisão da literatura sobre o tema sugere que o Inglês como língua de instrução está associado à internacionalização, à globalização e à Europeização, e tais conceitos são esclarecidos. A política de língua no contexto Europeu e sua definição também é debatida. O neo-institucionalismo é o suporte teórico em torno do qual os dados são organizados, e consideramse os mecanismos coercivos, miméticos e normativos ao analisar os racionais, as condições e os efeitos da introdução de programas ministrados em língua inglesa. Os documentos nacionais e análise política de ambas as instituições revelam que a internacionalização do ensino é cada vez mais proeminente em ambos os países e que o processo de Bolonha adjuvou a sua importância, mas que a acção governamental no caso da Finlândia é determinante no número elevado de cursos ministrados em Inglês. No entanto, ambos os países têm igual participação no programa de mobilidade Erasmus Mundus, o revela que as forças supranacionais também contribuem para o aumento de programas em língua inglesa, através da importância crescente do prestigio e do posicionamento internacional que levam as instituições a iniciar estes programas. No entanto, se isomorfismo mimético pode ser perceptível na propagação do inglês como língua de instrução, a análise também revela que as características culturais, cognitivas têm ainda uma forte influência na adopção e adaptação de tais programas, e o caso Português revela uma preocupação visível com a diversidade linguística e com a promoção da língua portuguesa, e caso finlandês destaca uma abordagem mais pragmática da introdução destes cursos, devido aos desenvolvimentos recentes na legislação educacional do país. Por fim, a necessidade de mais investigação nesta área é ressaltada, especificamente a oportunidade de um estudo quantitativo nacional, no caso Português, e também de um estudo sobre ensino de línguas estrangeiras no ensino superior nos dois países. ABSTRACT: This thesis explores the topic of English medium of instruction in European higher education, by comparing two countries, Portugal and Finland. Two universities (the University of Aveiro and the University of Tampere) were selected as case studies. Research follows a qualitative methodology applied to the specificities of a comparative design, and data collection was made through documentary analysis as well as interviews in both institutions. Literature review on the topic suggested that English medium instruction is associated with internationalisation, globalisation and Europeanisation, and such concepts are clarified. Language policy in European context and its definition is also debated. Neo-institutionalism is the theoretical support for data organisation and the mechanisms of coercive, mimetic and normative forces are considered when analysing the rationales, conditions and effects of the introduction of English Degree Taught Programmes. National reports and policy analysis of both institutions reveal that internationalisation of teaching is increasingly important in both countries and that the Bologna process was a touchstone to it, but that governmental action in the Finnish case is determinant in the prominent number of English Taught Degree Programmes. However, both countries have equal participation in the mobility programme Erasmus Mundus, which reveals the extent to which supranational forces also contribute to the increase of English medium instruction, through the growing importance of quality, benchmarking and international positioning that lead institutions to launch these programmes. However, if mimetic isomorphism can be perceived partially in the spread of English medium instruction, the analysis also reveals that cultural-cognitive features still have a strong influence in the adoption and adaptation of such programmes, as the Portuguese case reveals a visible concern with language diversity and promotion of the Portuguese language, and the Finnish case highlights a more pragmatic approach to English degree language programmes, due to recent developments in educational regulations. Finally, the need of more research in this area is stressed, specifically the need of a national quantitative study in the Portuguese case, and also the need of a study on foreign language education in higher education in both countries.
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Books on the topic "English-medium"

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Zakariyyā, Muḥammad. Urdu for beginners: English medium. Islamabad: National Language Authority, 1990.

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Zakariyā, Muḥammad. Urdu for beginners: English medium. Islamabad: National Language Authority, 1990.

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Doiz, Aintzane, David Lasagabaster, and Juan Manuel Sierra, eds. English-Medium Instruction at Universities. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162.

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Hopkinson, M. F. The English medium sized town. Bedford: Bedford College of Higher education, 1985.

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Mariotti, Cristina. Interaction strategies in English-medium instruction. Milano: FrancoAngeli, 2007.

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English a changing medium for education. Bristol: Multlingual Matters, 2012.

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Leung, Constant, and Brian V. Street, eds. English - A Changing Medium for Education. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697721.

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Barnard, Roger, and James McLellan, eds. Codeswitching in University English-Medium Classes. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090914.

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Pun, Jack K. H., and Samantha M. Curle. Research Methods in English Medium Instruction. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003025115.

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Doiz, Aintzane, David Lasagabaster, and Juan Manuel Sierra. English-medium instruction at universities: Global challenges. Bristol: Multilingual Matters, 2012.

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Book chapters on the topic "English-medium"

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Coleman, Jim. "Foreword." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra, xiii—xvi. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-003.

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Doiz, Aintzane, David Lasagabaster, and Juan Manuel Sierra. "Introduction." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra, xvii—xxii. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-004.

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Wilkinson, Robert. "1. English-Medium Instruction at a Dutch University: Challenges and Pitfalls." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra, 3–24. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-005.

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Walt, Christa van der, and Martin Kidd. "2. Acknowledging Academic Biliteracy in Higher Education Assessment Strategies: A Tale of Two Trials." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra, 27–43. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-006.

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Ball, Phil, and Diana Lindsay. "3. Language Demands and Support for English-Medium Instruction in Tertiary Education. Learning from a Specific Context." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra, 44–62. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-007.

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Li, David C. S. "4. Linguistic Hegemony or Linguistic Capital? Internationalization and English-Medium Instruction at the Chinese University of Hong Kong." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra, 65–83. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-008.

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Doiz, Aintzane, David Lasagabaster, and Juan Manuel Sierra. "5. English as L3 at a Bilingual University in the Basque Country, Spain." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra, 84–105. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-009.

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Cots, Josep Maria. "6. Introducing English-Medium Instruction at the University of Lleida, Spain: Intervention, Beliefs and Practices." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra, 106–28. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-010.

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Saarinen, Taina, and Tarja Nikula. "7. Implicit Policy, Invisible Language: Policies and Practices of International Degree Programmes in Finnish Higher Education." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra, 131–50. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-011.

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Inbar-Lourie, Ofra, and Smadar Donitsa-Schmidt. "8. Englishization in an Israeli Teacher Education College: Taking the First Steps." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra, 151–73. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-012.

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Conference papers on the topic "English-medium"

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Erliana, Santi. "Secondary High School English Teachers’ Perception toward English as Medium Instruction." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007416201040110.

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Volchenkova, Ksenia, Elena Yaroslavova, and Anna Chuvashova. "ADAPTIVE EMI: THE SPONTANEOUS EVOLUTION OF ENGLISH-MEDIUM INSTRUCTION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2346.

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Gu, Haiyun, and Lei Ren. "English-medium instruction in engineering education: Practices, challenges, and suggestions." In 2017 IEEE 6th International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. http://dx.doi.org/10.1109/tale.2017.8252338.

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Rees, Nerys. "THE TEACHER IN THE ENGLISH MEDIUM INSTRUCTION CLASSROOM IN JAPAN." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0469.

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Volchenkova, Ksenia N. "On-line Course in English Medium Instruction for Academic Staff." In 2020 International Conference on Quality Management, Transport and Information Security, Information Technologies (IT&QM&IS). IEEE, 2020. http://dx.doi.org/10.1109/itqmis51053.2020.9322804.

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Williams, Norman, John Beachboard, and Robert Bohning. "Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3449.

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The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.
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Siper, Guler. "ENGLISH FOR OCCUPATIONAL PURPOSES (EOP) AN ELECTIVE COURSE FOR FRESHMAN STUDENTS AT AN ENGLISH MEDIUM UNIVERSITY (EMU)." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0919.

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Gorelova, Yuliya. "SYLLABUS DESIGN FOR AN ENGLISH MEDIUM INSTRUCTION COURSE: EXPECTATIONS AND REALITY." In 19th SGEM International Multidisciplinary Scientific GeoConference EXPO Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgem2019/5.4/s22.039.

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Slesarenko, Inga, Maria Abdrashitova, Dina Mymrina, Maria Dorokhova, and Inna Astafieva. "DEVELOPING PROFESSIONAL COMMUNICATIVE COMPETENCE THROUGH THE MEDIUM OF THE ENGLISH LANGUAGE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1956.

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Dillon, Anna, and Geraldine Chell. "ENGLISH MEDIUM INSTRUCTION AND THE POTENTIAL OF TRANSLANGUAGING PRACTICES IN HIGHER EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1617.

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Reports on the topic "English-medium"

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Spiliotis, Jean-Christophe, David Phillips, and Kate Ogden. COVID-19 and English council funding: what is the medium-term outlook? The IFS, September 2020. http://dx.doi.org/10.1920/re.ifs.2020.0179.

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Bolstad, Rachel. Climate change and sustainability in secondary schools: Findings from a 2020 survey of English-medium secondary and composite schools. NZCER, December 2020. http://dx.doi.org/10.18296/rep.0010.

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