A systematic review of English medium instruction in higher education

After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research out...

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Veröffentlicht in:Language teaching Jg. 51; H. 1; S. 36 - 76
Hauptverfasser: Macaro, Ernesto, Curle, Samantha, Pun, Jack, An, Jiangshan, Dearden, Julie
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Cambridge, UK Cambridge University Press 01.01.2018
Schlagworte:
Beliefs
Classroom communication
Classrooms
College Faculty
College Students
Competence
Content and Language Integrated Learning
Course Content
Educational Benefits
Educational Research
English
English as a second language
English as a second language instruction
English for academic purposes
English language
English proficiency
Higher Education
Language
Language acquisition
Language of Instruction
Language Proficiency
Language Tests
Learning
Literature Reviews
Methodological problems
Research Methodology
Research Problems
Second language teachers
State-of-the-Art Articles
Student Attitudes
Systematic review
Teacher Attitudes
Teachers
Teaching
Teaching Methods
Europe
ISSN:0261-4448, 1475-3049
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Zusammenfassung:After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research outputs with those from other phases of education. An in-depth review of 83 studies in HE documents the growth of EMI in different geographical areas. We describe studies which have investigated university teachers’ beliefs and those of students before attempting to synthesise the evidence on whether teaching academic subjects through the medium of English as a second language (L2) is of benefit to developing English proficiency without a detrimental effect on content learning. We conclude that key stakeholders have serious concerns regarding the introduction and implementation of EMI despite sometimes recognising its inevitability. We also conclude that the research evidence to date is insufficient to assert that EMI benefits language learning nor that it is clearly detrimental to content learning. There are also insufficient studies demonstrating, through the classroom discourse, the kind of practice which may lead to beneficial outcomes. This insufficiency, we argue, is partly due to research methodology problems both at the micro and macro level.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0261-4448
1475-3049
DOI:10.1017/S0261444817000350