English-Medium Instruction Practices in Higher Education: International Perspectives

ISBN-13: 9781350167858 / Angielski / Twarda / 2022 / 288 str.

Jim McKinley; Nicola Galloway

Spis treści

Introduction, Nicola Galloway (University of Glasgow, UK) and Jim McKinley (University College London, UK) Part I: Macro-analysis of EMI: Bangladesh, Brazil, China, Denmark, Ethiopia, Nepal, Turkey 1. English as a Medium of Instruction in Bangladeshi Higher Education: A Policy Perspective, Obaid M. Hamid (University of Queensland, Australia) and Md Al Amin (Brac University, Bangladesh) 2. Brazil Trying English-Medium Instruction on for Size: Emerging Trends and Policy, Ron Martinez (University of Arkansas, USA) and Ane Cibele Palma (Universidade Federal do Paraná, Brazil) 3. English Medium Instruction in Mainland China: National Trends and Institutional Developments, Sihan Zhou (Chinese University of Hong Kong, China) and Heath Rose (Oxford University, UK) 4. The Case of Danish English-Medium Instruction Universities: An Unintended Consequence? Kristina Hultgren (Open University, UK) 5. A Policy Analysis of English Medium Instruction Practices in Ethiopian Higher Education, Tolera Simie (University College London, UK) 6. English Medium Instruction as Neoliberalism Endowment in Nepal’s Higher Education: Policy-Shaping Practices, Pramod K. Sah (University of British Columbia, Canada) 7. Provision for Partial English-Medium Instruction Programs in Turkish Higher Education: All or Nothing? Kari Sahan (University of Reading, UK) Part II: Meso-analysis of EMI: Austria, Colombia, Estonia, Italy, Poland, South Africa, Vietnam 8. English-Medium Education in Austria: General Trends and Individual Initiatives in Institutional Policy, Ute Smit (University of Vienna, Austria) and Miya Komori-Glatz (WU Vienna University of Economics and Business, Austria) 9. Profiling English-Medium Instruction in Colombian Universities: Policies and Practices, Norbella Miranda (Universidad del Valle, Colombia) and Mario Molina-Naar (Universidad de los Andes, Colombia) 10. A Longitudinal Perspective on Language Ideological Debates in Estonian Higher Education: Current Trends and Tensions, Josep Soler Carbonell (Stockholm University, Sweden) 11. English-Medium Instruction Lecturers’ Perceived Needs in an Italian University: Before and After Training, Francesca Costa (Università Cattolica del Sacro Cuore, Italy) and Roberta Grassi (University of Bergamo, Italy) 12. English-Medium Instruction in Polish Higher Education: Insights Provided by Institutional-Level Analysis, Agata Mikolajewska (University College London, UK) 13. Preparing South Africa Higher Education Students for Their Professions: Finding Space for Languages alongside English, Christa van der Walt (Stellenbosch University, South Africa) 14. English-Medium Instruction in Vietnamese Higher Education: From Government Policies to Institutional Practices, Huong Thu Nguyen (Queensland University, Australia) Part III: Micro-analysis of EMI: South Caucasus, Hong Kong, Japan, Kuwait, Mexico, Netherlands, Tunisia 15. English-Medium Instruction in the South Caucasus (Armenia, Azerbaijan, Georgia): Listening to the Positive Voice, Andrew Linn (Westminster University, UK) 16. Translanguaging and Trans-semiotizing in English-Medium Instruction Tertiary Classrooms in Hong Kong: Creativity and Trans-Semiotic Agency, Phoebe Siu (College of Professional and Continuing Education, Hong Kong) and Angel M. Y. Lin (Simon Fraser University, Canada) 17. Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit, Ikuya Aizawa (Oxford University, UK), Samantha Curle (University of Bath, UK), Gene Thompson (Rikkyo University, Japan) 18. Comprehension Issues in English-Medium Instruction Classrooms in Kuwait: Public Educational Institutions, Abdullah Alazemi & Abdullah Alenezi (Public Authority for Applied Education and Training, Kuwait) 19. English Language Proficiency Pre- and Post-Immersion Course in Mexico: The Effectiveness of a Course for Pre-Sessional Students at a Bilingual International and Sustainable University, Myrna Escalona Sibaja (Universidad Tecmilenio, Mexico) and Gabriela Zamarrón Pérez (Universidad Tecnológica El Retoño, Mexico) 20. The Englishization of Higher Education in a Dutch University Context: The Glocalization of English-Medium Instruction, Robert Wilkinson and René Gabriëls (Maastricht University, The Netherlands) 21. English-Medium Instruction in Tunisian Higher Education: A Desired Target but with Uncertain Consequences, Khawla Badwan (Manchester Metropolitan University, UK) References Index