Journal articles: 'English-medium'

1

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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3

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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7

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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9

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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Coleman, Jim, Kristina Hultgren, Wei Li, Cheng-Fang Cynthia Tsui, and Philip Shaw. "Forum on English-medium Instruction." TESOL Quarterly 52, no. 3 (September 2018): 701–20. http://dx.doi.org/10.1002/tesq.469.

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Paulsrud, BethAnne Yoxsimer. "English-medium instruction in Sweden." Journal of Immersion and Content-Based Language Education 4, no. 1 (March 3, 2016): 108–28. http://dx.doi.org/10.1075/jicb.4.1.05pau.

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This article presents a multi-site and multi-method doctoral dissertation study of English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two upper secondary schools. The research explores the status of EMI, reasons schools offer EMI, beliefs about EMI, and implementation of EMI in classrooms. The educational context is studied from an ecological perspective using methods based in linguistic ethnography. The results indicate that the few Swedish schools teaching content through another language tend to offer EMI — not content and language integrated learning (CLIL). Neither language learning nor 100% English instruction are the main goals of the schools. Translanguaging is abundant, affording both pedagogic and non-pedagogic functions. The study concludes that a development of definitions and practices of both EMI and CLIL in Sweden is needed, especially in relation to language policy and language hierarchy.

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Lillis, Theresa, Ann Hewings, Dimitra Vladimirou, and Mary Jane Curry. "The geolinguistics of English as an academic lingua franca: citation practices across English-medium national and English-medium international journals." International Journal of Applied Linguistics 20, no. 1 (March 2010): 111–35. http://dx.doi.org/10.1111/j.1473-4192.2009.00233.x.

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14

Chatterjee, Amitabha, and Gobinda Gopal Choudhury. "UDC: International Medium Edition – English text." KNOWLEDGE ORGANIZATION 13, no. 3 (1986): 137–41. http://dx.doi.org/10.5771/0943-7444-1986-3-137.

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15

Hyeson Park. "English Medium Instruction and Content Learning." English Language and Linguistics ll, no. 23 (June 2007): 257–74. http://dx.doi.org/10.17960/ell.2007..23.012.

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16

Brown, Bill, and Bradin Cormack. "Medium: Essays from the English Institute." ELH 83, no. 2 (2016): 293–97. http://dx.doi.org/10.1353/elh.2016.0016.

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17

Hill, Richard. "Rethinking English in Māori-medium education." International Journal of Bilingual Education and Bilingualism 14, no. 6 (November 2011): 719–32. http://dx.doi.org/10.1080/13670050.2011.577763.

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18

Zhang, Kun, and Chit Cheung Matthew Sung. "English: a changing medium for education." International Journal of Bilingual Education and Bilingualism 17, no. 3 (May 20, 2013): 374–77. http://dx.doi.org/10.1080/13670050.2013.797704.

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19

DOIZ, AINTZANE, DAVID LASAGABASTER, and JUAN MANUEL SIERRA. "Internationalisation, multilingualism and English-medium instruction." World Englishes 30, no. 3 (August 18, 2011): 345–59. http://dx.doi.org/10.1111/j.1467-971x.2011.01718.x.

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Al-Bakri, Sawsan. "Problematizing English Medium Instruction in Oman." International Journal of Bilingual & Multilingual Teachers of English 01, no. 02 (January 1, 2013): 55–69. http://dx.doi.org/10.12785/ijbmte/010203.

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Qiu, Xuyan, and Hong Cheng. "English-medium instruction in Chinese universities." International Journal of Bilingual Education and Bilingualism 23, no. 10 (March 22, 2018): 1303–6. http://dx.doi.org/10.1080/13670050.2018.1454044.

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22

Dash, Manaswini, and Avipsa Senapati. "Personality Development in English Medium and Odia Medium School Children." IOSR Journal of Humanities and Social Science 19, no. 12 (2014): 45–50. http://dx.doi.org/10.9790/0837-191244550.

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23

Ihsan, Pramudana, and Eryna Rista Aulia. "Instagram As Medium of Promoting English Speaking Skill: English Edupreneurship." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 7, no. 2 (December 28, 2020): 105. http://dx.doi.org/10.33394/jo-elt.v7i2.3180.

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Public speaking has become an integral part of many professions and is at the center of career development opportunities. Therefore, the change in the education system from offline to online has led to new ideas in the implementation of public speaking learning, namely by using Instagram as a learning medium for collecting assignments intended to introduce or sell English language skills which are usually called Edupreneurship. That way, it is hoped that not only carry out learning and collect assignments but also something is obtained. However, learning still prioritizes output. Therefore, in this study, we refer to the personal branding theory. The purpose of this study is to determine how effective the use of Instagram is as a medium to promote English speaking skills, to find out the followers' responses regarding the skills possessed by English students, and also what was gained from promoting English speaking skills. The subjects in this study were students in the 5th semester. The number of respondents was 25 students. This research was conducted using data collection methods through Google forms. The results showed that Instagram provided effects and benefits to students, most of them stated that: (1) Students felt more confident in speaking English, (2) Students felt an improvement in their abilities, (3) Students felt more enthusiastic about positive comments and motivated by negative comments, (4) Students feel that Instagram is the right medium for promoting English speaking skills, (5) Students get input in the form of work.

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24

Graham, Keith M., Zohreh R. Eslami, and Sara Hillman. "From English as the medium to English as a medium: Perspectives of EMI students in Qatar." System 99 (July 2021): 102508. http://dx.doi.org/10.1016/j.system.2021.102508.

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25

Nalla, Kalapoorna, and Prajna Pani. "Reflections on English Language Teaching and Learning in English Medium Schools." Asian Journal of Research in Social Sciences and Humanities 8, no. 10 (2018): 1. http://dx.doi.org/10.5958/2249-7315.2018.00117.x.

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26

Euen Hyuk Sarah Jung. "Non-native English Speakers' Perceptions of Incoherence in English-medium Instruction." Journal of Studies in Language 25, no. 4 (February 2010): 797–817. http://dx.doi.org/10.18627/jslg.25.4.201002.797.

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27

Rao, A. Giridhar. "The English-Only Myth." Language Problems and Language Planning 37, no. 3 (November 15, 2013): 271–79. http://dx.doi.org/10.1075/lplp.37.3.04rao.

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The first section of this overview starts by briefly sketching the state of the school education system in India. We then note that English-medium private schools are often not much better than government schools (whether English-medium or not). The second section argues that English-medium education in India must be seen in the larger context of a mother-tongue-medium education. English-medium-only education in India gives poor educational results, and it increases social inequalities. The way forward lies in a mother-tongue-based multilingual education that includes English.

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28

Alenkina, T. B. "English Medium Instruction in the Russian University." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 1 (February 11, 2020): 98–103. http://dx.doi.org/10.31992/0869-3617-2020-29-1-98-103.

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29

Alcaraz Ariza, María Ángeles. "Evaluation in English-Medium Medical Book Reviews." International Journal of English Studies 11, no. 1 (June 1, 2011): 137. http://dx.doi.org/10.6018/ijes/2011/1/137141.

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The aim of this paper is twofold: 1) to identify the evaluative speech acts, either positive or negative, contained in a corpus of 30 English-written medical book reviews published in The British Medical Journal in the period 2000-2009; 2) to analyze the linguistic-rhetorical strategies used to convey this evaluation. Our main results illustrate that various mitigating strategies are used not only to soften criticism, but also to help maintain social harmony and solidarity with the reviewees. Moreover, negative evaluation is on many occasions voiced at aspects outside the book reviewed, which would mean that apart from showing their expertise in the field tackled, book reviewers also want to discuss certain issues of their concern and to put forward their cultural background.

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30

Hellekjær, Glenn Ole. "Lecture Comprehension in English-Medium Higher Education." HERMES - Journal of Language and Communication in Business 23, no. 45 (October 24, 2017): 11. http://dx.doi.org/10.7146/hjlcb.v23i45.97343.

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In European higher education the growing number of English-Medium (EM) courses, i.e. non-language subjects taught through English, has led to discussion about, and research on, whether the use of a foreign language for instruction has a negative impact on teaching and learning. The present quantitative study investigates this issue by comparing student lecture comprehension in English and the ﬁrst language (L1) at three Norwegian and two German institutions of higher education, with a sample comprising 364 Norwegian and 47 German student respondents. It compares self-assessment scores for lecture comprehension in English and the L1. Analysis shows that while the difference between English and L1 scores was not substantial, a considerable number of students still had difﬁculties understanding the English-Medium lectures. Among the main problems, which in fact were similar in English and the L1, were difﬁculties distinguishing the meaning of words, unfamiliar vocabulary, and difﬁculties taking notes while listening to lectures. The study argues the need to improve the quality of lecturing in English and L1 as well as the lecturers’ and students’ English proﬁciency.

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31

Haastrup, Kirsten. "English-Medium Higher Education in Denmark (EMHED)." Nordic Journal of English Studies 7, no. 3 (September 1, 2008): 205. http://dx.doi.org/10.35360/njes.110.

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32

Coleman, James A. "English-medium teaching in European higher education." Language Teaching 39, no. 1 (January 2006): 1–14. http://dx.doi.org/10.1017/s026144480600320x.

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In the global debates on English as international lingua franca or as ‘killer language’, the adoption of English as medium of instruction in Higher Education is raising increasing concern. Plurilingualism and multilingualism are embedded in the official policies of the European Union and Council of Europe, and the Bologna Process for harmonizing Higher Education promises ‘proper provision for linguistic diversity’. But even enthusiasts acknowledge the problems of implementing such policies in the face of an inexorable increase in the use of English. This survey draws on the most recent and sometimes disparate sources in an attempt to paint a comprehensive and up-to-date picture of the spread of English-medium teaching in Europe's universities. The article sets the changes in the context of accelerating globalization and marketization, and analyses the forces which are driving the adoption of English, and some of the problems which accelerating ‘Englishization’ of European Higher Education might create.

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33

Poole, Brian. "English-medium Instruction at Universities: Global Challenges." System 41, no. 3 (September 2013): 880–82. http://dx.doi.org/10.1016/j.system.2013.07.004.

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34

Hamid, M. Obaidul. "English-medium instruction at universities: global challenges." Current Issues in Language Planning 15, no. 1 (December 3, 2013): 108–10. http://dx.doi.org/10.1080/14664208.2013.864066.

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35

Tange, Hanne. "English-medium instruction at universities: global challenges." International Journal of Bilingual Education and Bilingualism 17, no. 3 (May 20, 2013): 371–74. http://dx.doi.org/10.1080/13670050.2013.794604.

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Dafouz, Emma. "Multilingual higher education. Beyond English medium orientations." International Journal of Bilingual Education and Bilingualism 17, no. 6 (October 11, 2013): 721–25. http://dx.doi.org/10.1080/13670050.2013.839150.

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37

Unterberger, Barbara. "English-medium programmes at Austrian business faculties." AILA Review 25 (December 14, 2012): 80–100. http://dx.doi.org/10.1075/aila.25.06unt.

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Internationalisation processes have accelerated the implementation of English-medium programmes (EMPs) across European higher education institutions. The field of business and management studies has been particularly affected by this trend (Wächter & Maiworm 2008: 46) with numerous new EMPs introduced each year. This paper presents key findings of a quantitative status quo survey on the spread of EMPs across Austrian business faculties as well as those of a qualitative case study on English-taught programmes at Vienna University of Economics and Business (WU). The macro data regarding degrees, implementation years and entry requirements confirm trends identified by precedent studies: There are no English-taught BA programmes, nearly 30% of all programmes were implemented at the peak of the Bologna reforms and there is no uniform admission policy. On the micro level, the study identifies key facts concerning the curriculum design of EMPs. The results point towards a lack of awareness of the ESP (English for Specific Purposes) element in English-medium business education, as only 11% of the courses can be classified as ESP. Despite the lack of focus on ESP, the analysis also shows that about a third of all content classes explicitly state language learning aims in their course descriptions.

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38

Strubell, Miquel. "English-medium instruction at universities: global challenges." Journal of Multilingual and Multicultural Development 37, no. 1 (November 6, 2014): 109–11. http://dx.doi.org/10.1080/01434632.2014.973652.

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39

GARGESH, RAVINDER. "On nativizing the Indian English poetic medium." World Englishes 25, no. 3-4 (August 2006): 359–71. http://dx.doi.org/10.1111/j.1467-971x.2006.00475.x.

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40

Trent, John. "The positioning of English-medium of instruction." Journal of Immersion and Content-Based Language Education 8, no. 1 (March 31, 2020): 5–27. http://dx.doi.org/10.1075/jicb.18029.tre.

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Abstract The proliferation of English-medium instruction (EMI) in higher education institutions (HEIs) across non-English-speaking Europe has been recently documented in several large-scale surveys. The opportunities and challenges of designing and implementing EMI policies are also widely recognized. However, our understanding of the use of EMI in Russian HEIs is limited. This study responds to this research need by exploring the experiences and perspectives of instructors teaching business-related subjects using the English language in two different Russian HEIs. A contribution of the study is to investigate these perspectives and experiences using the analytic lens of positioning theory. Results reveal the ways in which instructors are positioned by the university, as well how they position themselves, within an EMI environment. Acknowledging the potential antagonism that might result between different EMI stakeholders because of this positioning and repositioning, suggestions are then made as how this outcome could be avoided. Implications for future research are also considered.

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41

Studer, Patrick. "Review of Macaro (2018): English Medium Instruction." Journal of Immersion and Content-Based Language Education 8, no. 2 (July 3, 2020): 285–88. http://dx.doi.org/10.1075/jicb.19021.stu.

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42

Sahan, Kari. "ELF interactions in English-medium engineering classrooms." ELT Journal 74, no. 4 (August 11, 2020): 418–27. http://dx.doi.org/10.1093/elt/ccaa033.

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Abstract At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

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43

Llurda, E. "English-Medium Instruction at Universities: Global Challenges." ELT Journal 67, no. 4 (August 10, 2013): 497–500. http://dx.doi.org/10.1093/elt/cct045.

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44

Méndez, David I., M. Ángeles Alcaraz, and Françoise Salager-Meyer. "Titles in English-medium Astrophysics research articles." Scientometrics 98, no. 3 (November 7, 2013): 2331–51. http://dx.doi.org/10.1007/s11192-013-1174-6.

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45

Pecorari, Diane. "Multilingual Higher Education: Beyond English Medium Orientations." English for Specific Purposes 40 (October 2015): 59–60. http://dx.doi.org/10.1016/j.esp.2015.07.003.

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46

Dhyani, P. "UDC International medium edition english text, 1985." International Library Review 21, no. 2 (April 1989): 165–72. http://dx.doi.org/10.1016/0020-7837(89)90004-6.

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47

Jensen, Christian, Louise Denver, Inger M. Mees, and Charlotte Werther. "Students’ attitudes to lecturers’ English in English-medium higher education in Denmark." Nordic Journal of English Studies 12, no. 1 (January 1, 2013): 87. http://dx.doi.org/10.35360/njes.277.

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48

Hu, Jingjing, and Peng Wu. "Understanding English language learning in tertiary English-medium instruction contexts in China." System 93 (October 2020): 102305. http://dx.doi.org/10.1016/j.system.2020.102305.

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Al‐Quaderi, Golam Gaus, and Abdullah Al Mahmud. "English literature at English‐medium schools of Bangladesh: the question of culture." Pedagogy, Culture & Society 18, no. 2 (July 2010): 211–26. http://dx.doi.org/10.1080/14681366.2010.488046.

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50

Wei, Mindan, Yunping Liu, and Junli Liu. "A Comparative Analysis of the Generic Structure of RA English Abstracts in Chinese-Medium and English-Medium Linguistics Journals." English Language and Literature Studies 5, no. 4 (November 30, 2015): 98. http://dx.doi.org/10.5539/ells.v5n4p98.

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This paper aims to analyze the generic structure of English abstracts in both Chinese-medium and English-medium linguistics journals. A total of 40 abstracts published in the year of 2011-2013 are collected randomly, with 20 written by native English speakers from Applied Linguistics and Language and the other 20 by Chinese scholars from Journal of Foreign Languages and Foreign Language Teaching and Research. The BIMRD/C model is adopted in this study as distinct differences can be found in the two corpora in terms of the Background move. Three major differences are revealed. Firstly, the abstracts written by native English speakers are more complete in structure than those by Chinese writers as they tend to omit the Background move and the Discussion/Conclusion move. Secondly, most Chinese writers prefer to combine the Method move with the Introduction move and put it at the very beginning of the abstract, while native writers tend to use the independent and the integrated Method nearly equally. Thirdly, in the Results move, Chinese scholars tend to objectively report their study results in detail by “Results indicate that…”, sometimes listing them, while native English writers sometimes choose to highlight their research results by patterns of “we find (show, propose) that” and “I propose” although most of them also use such objective patterns to present their research results. This study is especially helpful for those Chinese writers who hope to publish their paper in international journals.

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Journal articles on the topic 'English-medium'

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