A Case Study of International Instructors' Experiences of English-Medium Instruction Policy in a Korean University

Autor/inn/en	Kim, Jeongyeon; Tatar, Bradley
Titel	A Case Study of International Instructors' Experiences of English-Medium Instruction Policy in a Korean University
Quelle	In: Current Issues in Language Planning, 19 (2018) 4, S.401-415 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2018.1468958
Schlagwörter	Case Studies; Foreign Nationals; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Foreign Students; Korean; College Faculty; Teacher Attitudes; Teaching Methods; Educational Policy; Peer Relationship; College Students; Language Attitudes; Native Language; Teamwork; Foreign Countries; Language Usage; International Education; South Korea + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausländer; Ausländerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Koreanisch; Fakultät; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Peer-Beziehungen; Collegestudent; Sprachverhalten; Ausland; Sprachgebrauch; Internationale Erziehung; Korea; Republik
Abstract	In the midst of increasing global economic competition, higher education (HE) institutions in many non-English-speaking societies have expanded the extent of internationalization through the recruitment of international faculty members to their campuses and the adoption of educational policies such as English-medium instruction (EMI). Despite growing diversity in HE, little is known concerning the international faculty members' perceptions and practices in relation to EMI policies. This case study examined international instructors' experiences of teaching subject courses in English in a Korean university. A mixed method approach was taken with respect to the challenges of EMI with a questionnaire administered to 18 international instructors and in-depth qualitative interviews carried out with 5 of these instructors. The analyses revealed that the participants were dissatisfied with the lack of interaction between Korean and international students. Notably, without sufficient knowledge of the local language, the participants explicitly affirmed the effects of the local, Korean language on improving interaction and participation. They also provided tasks which local and international students should perform collaboratively in a team. The findings are discussed in terms of how EMI should be implemented to overcome locally bound constraints in a non-English-speaking context and to embrace the emerging needs of international stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01