English Medium Instruction for Whom and for What? Rethinking the Language-Content Relationship in Higher Education

Autor/in	Chang, Sin-Yi
Titel	English Medium Instruction for Whom and for What? Rethinking the Language-Content Relationship in Higher Education
Quelle	In: Language, Culture and Curriculum, 36 (2023) 2, S.161-176 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Sin-Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2104304
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Educational Policy; Higher Education; International Education; Decision Making; Content and Language Integrated Learning; Bilingual Education; Case Studies; Teaching Methods; Universities; Language Attitudes; Policy Formation; College Faculty; College Students; Multilingualism; English for Academic Purposes; English for Special Purposes; Teacher Attitudes; Student Attitudes; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Decision-making; Entscheidungsfindung; CLIL; Lernkonzept; Bilingual teaching; Bilingualer Unterricht; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Sprachverhalten; Politische Betätigung; Fakultät; Collegestudent; Mehrsprachigkeit; Multilingualismus; Lehrerverhalten; Schülerverhalten; Ausland
Abstract	In this conceptual paper I examine how current understandings of English medium instruction (EMI) can be refined to inform language policy-making and practice in higher education. Starting from a set of EMI definitions (Dafouz, E., & Smit, U. 2020. "ROAD-MAPPING English medium education in the internationalized university." Palgrave Macmillan; Macaro, E. 2018. "English medium instruction." Oxford University Press; Pecorari, D., & Malmström, H. 2018. At the crossroads of TESOL and English medium instruction. "TESOL Quarterly, 52"(3), 497-515) and the language-content spectrum that was first put forward by Met (1998. Curriculum decision-making in content-based language teaching. In J. Cenoz, & F. Genesee (Eds.), "Beyond bilingualism: Multilingualism and multilingual education" (pp. 35-63). Multilingual Matters), I highlight how EMI has been approached in existing literature and how it may converge or diverge with other bilingual labels. Using an institutional case as an example, I argue that the conceptualisation of the language-content duality could be expanded to better reflect the different manifestations of EMI in reality, and to provide space for tracing terminological movements in the process of policy implementation. To do so, a dynamic language-content model is introduced, drawing attention to different "depths" of integration based on what is controlled (e.g. language and/or content) and how much control is taken (e.g. in curriculum-planning, teaching, and/or assessment). The model can be viewed as a second generation of the language-content continuum, complementing existing EMI definitions while opening up wider possibilities for dealing with the interplay between language and content in university settings. The paper closes with implications for EMI policy-making and practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01