Expatriate and Home Teachers' Beliefs about English-Medium Instruction at a Portuguese University

Autor/inn/en	Lourenço, Mónica; Pinto, Susana
Titel	Expatriate and Home Teachers' Beliefs about English-Medium Instruction at a Portuguese University
Quelle	In: European Journal of Higher Education, 9 (2019) 3, S.252-267 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lourenço, Mónica) ORCID (Pinto, Susana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2019.1597750
Schlagwörter	Foreign Countries; Language of Instruction; English (Second Language); Second Language Learning; Content Analysis; Foreign Nationals; College Faculty; Teacher Attitudes; Language Planning; Higher Education; International Education; Comparative Analysis; Teacher Characteristics; Educational Benefits; Economic Factors; Educational Policy; Universities; Portugal + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Inhaltsanalyse; Ausländer; Ausländerin; Fakultät; Lehrerverhalten; Sprachwechsel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Bildungsertrag; Ökonomischer Faktor; Politics of education; Bildungspolitik; University; Universität
Abstract	English-medium instruction (EMI) has been growing rapidly in higher education institutions worldwide as one of the chief language policy initiatives related to internationalisation. Acknowledging the centrality of teachers in EMI implementation and their role as micro-level actors in language policy and planning, this paper sets out to identify, compare and discuss expatriate and home teachers' beliefs concerning the benefits and challenges of EMI. To address these aims, an exploratory qualitative study was conducted at a Portuguese higher education institution. Data was collected through a structured questionnaire, which included closed and open-ended questions and submitted to statistical and content analysis. Results suggest that expatriate and home teachers have similar beliefs concerning the challenges of EMI. Still, regarding benefits, expatriate teachers seem to have a more 'educationalist' perspective of EMI, whereas home teachers seem to focus on its economic benefits. Implications of these findings for institutional language policy and planning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01