This book provides critical insights into the English-medium instruction (EMI) experiences which have been implemented at a number of universities in countries such as China, Finland, Israel, the Netherlands, South Africa, Spain and the USA, which are characterised by differing political, cultural and sociolinguistic situations. In particular, it reflects on the consequences of implementing EMI as an attempt to gain visibility and as a strategy in response to the need to become competitive in both national and international markets. The pitfalls and challenges specific to each setting are analysed, and the pedagogical issues and methodological implications that arise from the implementation of these programmes are also discussed. This volume will serve to advance our awareness about the strategies and tools needed to improve EMI at tertiary level.
Table of Content
Jim Coleman: Foreword
Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra: Introduction
Part 1: The Development of English-medium Instruction
1. Robert Wilkinson: English-medium Instruction at a Dutch University: Challenges and Pitfalls
Part 2: Language Demands of English-medium Instruction on the Stakeholders
2. Christa van der Walt and Martin Kidd: Acknowledging Academic Biliteracy in Higher Education Assessment Strategies: A Tale of Two Trials
3. Phillip Ball and Diana Lindsay: Language Demands and Support for English-medium Instruction in Tertiary Education. Learning from a Specific Context
Part 3: Fostering Trilingual Education at Higher Education Institutions
4. David C.S. Li: Linguistic Hegemony or Linguistic Capital? Internationalization and English-medium Instruction at the Chinese University of Hong Kong
5. Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra: English as L3 at a Bilingual University in the Basque Country, Spain
6. Josep Maria Cots : Introducing English-medium Instruction at the University of Lleida (Spain): Intervention, Beliefs and Practices
Part 4: Institutional Policies at Higher Education Institutions
7. Taina Saarinen and Tarja Nikula: Implicit Policy, Invisible Language: Policies and Practices of International Degree Programmes in Finnish Higher Education
8. Ofra Inbar-Lourie and Smadar Donitsa-Schmidt: Englishization in an Israeli Teacher Education College: Taking the First Steps
9. Ofelia Garcia, Mercé Pujol-Ferrán and Pooja Reddy: Educating International and Immigrant Students in US Higher Education: Opportunities and Challenges
10. Elana Shohamy: A Critical Perspective on the Use of English as a Medium of Instruction at Universities
Part 5: Final Considerations
11. Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra: Future Challenges for English-medium Instruction at Tertiary Level
About the author
David Lasagabaster is Full Professor of Applied Linguistics at the University of the Basque Country UPV/EHU, Spain. He publishes widely on topics within EMI, CLIL, second language acquisition and multilingualism. He serves on the editorial board of seven journals, including the International Journal of Bilingual Education and Bilingualism.
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